TEACHING EXPERIENCES
Special Topics- Neurobiology of Disease, PHM 480, Michigan State University | Course Assistant
Course Instructor: Dr. Susan Barman
Course Goal: This course investigates the biological basis for disease of the central and peripheral nervous systems. Students will be able to describe the basic characteristics and current treatments of a number of neurobiological diseases; students will be able to clearly and concisely communicate their knowledge to scientists as well as to wider audiences. Course Components: This class meets once a week for a lecture about a neurobiological disease. Most lectures are given by a new guest lecturer, though Dr. Barman and I give several lectures as well. Every other week, the class also meets for a Journal Club, where we discuss a primary literature article pertaining to the previous lecture. Typically, specifics of the disease or disorder are discussed in the lecture portion, and methods for studying the disorder and current treatments are discussed in the journal club portion. There are no quizzes or exams in the class. There are 5 writing assignments pertaining to neurobiological diseases and students also give a short oral presentation about their current research (or research interests if they are not currently working in a lab setting). The “Bridge to the PhD in Neuroscience” is a program here at Michigan State University in collaboration with Puerto Rican universities and the Research Initiative in Science and Engineering (RISE) Program. It was designed to increase representation of Hispanic students in the field of neuroscience. Students enter this program in the last 2 years of undergraduate study and continue through their first 2 years in a Ph.D program. PHM 480 was specifically designed with these students in mind, to teach writing and communication skills and give Bridge students an overview of neuroscience. The class sizes are small, typically 4-6 students, and open to students outside of the Bridge Program as well. |
My Role: Course Assistant. In my first semester, I gave three lectures and graded student writing assignments and oral presentations. In my second semester, I had a larger role. I was involved in organizing the course by finding guest lecturers, writing the syllabus (the one linked above was written by me with guidance from Dr. Barman), designing the writing assignments and their corresponding grading rubrics, and I gave a presentation on writing skills in the sciences. Lastly, I graded students' assignments and oral presentations with Dr. Barman.
Lessons presented: Neurogenic inflammation; Olfaction and Neurodegenerative Diseases; Sensorineural Deafness; Science Writing. |
Learning and Memory, Michigan State University | Teaching Assistant
Course Instructor: Dr. Sharleen Sakai
Course Goal: From the syllabus: "This is an advanced course focusing on current findings on the neurobiological basis of learning and memory. Based on lectures, discussions, and student presentation, learning and memory will be analyzed at the molecular, cellular, circuitry, systems and behavioral levels in invertebrates and vertebrates. We will cover strategies used to study the neural basis of learning and memory and explore current topics in memory research in humans and animals. This overview will include learning how to read and critique primary research articles and how to write a research proposal". Course Components: From the syllabus: "Students should have a basic background in neuroscience (ZOL 402) or brain and behavior (PSY 209) and statistics/experimental design (PSY 295). This class also fulfills the Tier II writing requirement. Students are expected to develop writing skills consistent with the discipline. Completion of Tier I writing requirement is required. This course will progress from lectures based on the fundamental neurobiology of learning and memory, to discussion and then student led presentations of research findings based on the primary neuroscience literature". |
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My Role: There were 3 primary literature articles students read to complement different course concepts. To facilitate the class discussion, I assigned worksheets to aid students in their readings, with questions such as, what was the aim of the paper? What was their main finding? In class I gave a presentation on the paper, and guided students through discussing the figures and their importance. See below for one of my lessons (click on lower right icon to view larger). I also assessed students poster presentations that they made pertaining to a primary literature article of their choosing.
Lessons presented: Long-term habituation; Neural representation of habits; Hippocampal damage and memory; Hippocampus and spatial memory; Amygdala and emotional memory
Lessons presented: Long-term habituation; Neural representation of habits; Hippocampal damage and memory; Hippocampus and spatial memory; Amygdala and emotional memory
Human Physiology Laboratory, BIO 2400, Western Michigan U. | Laboratory Instructor of Record
Course Instructor: Kathy Onderlinde
Course Goal: From the course catalog: "This course is designed to provide an understanding of the basic functioning of the organ systems of the human body, as well as their regulation and control. The molecular and cellular mechanisms involved are emphasized. Applications to exercise physiology are made. Clinical applications are introduced where they provide additional insight into basic function and regulatory mechanisms".
Course Components: The laboratory portion meets once a week to supplement the lecture portion of the course. Each semester, I taught two lab sections, 24 students each. The students are non-biology majors, typically pre-nursing, in their second year or beyond.
My Role: Before students began their laboratory exercises for that week, I presented a 20-40 minute lecture with the background information for that lab. Every lab session also began with a quiz, which I wrote and assessed. Students also came into the lab session with a pre-lab homework assignment, as well as a post-lab homework assignment, which I wrote and graded. At the end of the laboratory exercises, the students turned in their answers to the lab exercises, which I assessed. Students were also assessed on what they learned from this lab section through mid-term lab exam and final exam, separate from the exams in the lecture portion, again administered and assessed by me. I also held two hours of office hours a week and a separate study session before midterm and final exams.
Lessons presented: Intro/lab math; Passive Membrane Transport; Sensory Systems; Skeletal Muscle Physiology; Human Cardiac Physiology; Blood and Immune System; Respiratory Physiology; Renal Physiology; Digestion and Metabolism
Course Goal: From the course catalog: "This course is designed to provide an understanding of the basic functioning of the organ systems of the human body, as well as their regulation and control. The molecular and cellular mechanisms involved are emphasized. Applications to exercise physiology are made. Clinical applications are introduced where they provide additional insight into basic function and regulatory mechanisms".
Course Components: The laboratory portion meets once a week to supplement the lecture portion of the course. Each semester, I taught two lab sections, 24 students each. The students are non-biology majors, typically pre-nursing, in their second year or beyond.
My Role: Before students began their laboratory exercises for that week, I presented a 20-40 minute lecture with the background information for that lab. Every lab session also began with a quiz, which I wrote and assessed. Students also came into the lab session with a pre-lab homework assignment, as well as a post-lab homework assignment, which I wrote and graded. At the end of the laboratory exercises, the students turned in their answers to the lab exercises, which I assessed. Students were also assessed on what they learned from this lab section through mid-term lab exam and final exam, separate from the exams in the lecture portion, again administered and assessed by me. I also held two hours of office hours a week and a separate study session before midterm and final exams.
Lessons presented: Intro/lab math; Passive Membrane Transport; Sensory Systems; Skeletal Muscle Physiology; Human Cardiac Physiology; Blood and Immune System; Respiratory Physiology; Renal Physiology; Digestion and Metabolism
Physiological Ecology Laboratory, Kalamazoo College | Teaching Assistant
Course Instructor: Dr. E. Binney Girldler
Course Goal: Biodiversity, organism-level physiology of both plants and animals, and biological complexity, i.e. populations, communities, and ecosystems, are covered in order to understand how organisms interact with and adjust to their environments. The laboratory session meets once a week. In addition to laboratory assignments and lab reports, weekly discussions over assigned readings were conducted.
Course Components: This course was a requirement for biology majors, with a required laboratory portion. Each session consisted of approximately 20 students. The lab component of this course met once a week to supplement the lecture portion. It consisted of laboratory exercises and their corresponding lab reports, and additional readings with corresponding discussions and homework worksheets.
My Role: Along with the other class TA, I graded student worksheets for their readings of Beak of the Finch and A Sand County Almanac to assess student participation, and we assisted students as they completed the laboratory practicals.
Course Goal: Biodiversity, organism-level physiology of both plants and animals, and biological complexity, i.e. populations, communities, and ecosystems, are covered in order to understand how organisms interact with and adjust to their environments. The laboratory session meets once a week. In addition to laboratory assignments and lab reports, weekly discussions over assigned readings were conducted.
Course Components: This course was a requirement for biology majors, with a required laboratory portion. Each session consisted of approximately 20 students. The lab component of this course met once a week to supplement the lecture portion. It consisted of laboratory exercises and their corresponding lab reports, and additional readings with corresponding discussions and homework worksheets.
My Role: Along with the other class TA, I graded student worksheets for their readings of Beak of the Finch and A Sand County Almanac to assess student participation, and we assisted students as they completed the laboratory practicals.