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BioE 301

BioE 301. Professional development for bioengineering PhD students. Web Page. http://bspace.berkeley.edu. BioE 301 is open to:. Bioengineering PhD students Students currently GSIing BioE courses. To pass, a student must:. Have no more than two unexcused absences from class

jonah-clements
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BioE 301

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  1. BioE 301 Professional development for bioengineering PhD students

  2. Web Page http://bspace.berkeley.edu

  3. BioE 301 is open to: Bioengineering PhD students Students currently GSIingBioE courses

  4. To pass, a student must: • Have no more than two unexcused absences from class • Participate in the peer evaluations • Prepare NSF and NDSEG fellowship applications • Participate in at least one iteration of independent review on your grant application • Participate in the ethics discussions

  5. Your life(for the nextfew years) 3 rotations completed by end of April join a lab 1st year select project; assemble committee; collect data take quals exam 2nd year GSI; experience 20% triumph, 80% agony year (n-1) develop plan to finish with advisor; figure out what to do next submit final paper get committee on board year n

  6. Your life(for the nextfew years) 3 rotations completed by end of April join a lab 1st year select project; assemble committee; collect data take quals exam 2nd year GSI; experience 20% triumph, 80% agony year (n-1) develop plan to finish with advisor; figure out what to do next interview; network; give talks year n

  7. Goals • Learn to teach fairly and effectively • Learn to work ethically and responsibly • Develop as independent professional and mentor

  8. Before class begins Download & follow the GSI checklist online

  9. Dealing with the distressed student • Refer to the UCB Gold Folder • Options: students can receive a late drop from or Incomplete (I) grade for a class • You can refer them to a professional • Counseling and Psychological Services (CPS) – 3rd floor Tang, 2222 Bancroft, M-F 8AM-6PM (drop-ins 10AM-noon & 1-5:30PM), 510-642-9494 • Confidential mental health services at UCSF • Engineering Student Services counselling: christinez@uhs.berkeley.edu, 510-643-7850 • For emergency situations • (Most) students are legal adults – it’s not for you to involve their parents

  10. Students with disabilities • Berkeley’s Disabled Students Program (DSP) will auto-generate a letter to the instructor explaining each student’s needs • Berkeley has atest proctoring assistance program for DSP students

  11. Effective use of boards and slides

  12. Tips for working at the board • Write twice as big as you think you need to • Clarity is more important than speed • Don’t talk at the board; it don’t care

  13. Tips for preparing lecture slides • You see, I’m afraid that I’ll forget to say something on this slide • So I make sure that everything I want to say is on the slide • But that means that my audience is just reading the slide, and they’re not really paying any attention to what I’m saying • If I were more comfortable with the material, I wouldn’t need the slide to say everything that I plan on saying • One advantage is, if I write enough text, no one can possibly read all of this • I can write any gibberish and unless you’re a speed reader, I’m safe • This slide is my “Great American novel” • It was the best of slides, it was the worst of slides… • No, wait: It was a dark and stormy slide… • As GregorSamsa awoke one morning from uneasy dreams he found himself transformed in his bed into an unreadable PowerPoint slide • If the text is there to remind you, cut it • If you don’t plan to walk your audience through a figure or equation, cut it • The last thing you say on slide (n) should segue into slide (n+1) • (Simple) animations >> laser pointer • Don’t talk at the slides; they don’t care either

  14. How students learn

  15. PQ4R • Preview – What are you studying? Why? • Query – Formulate questions about the material • Read – Read carefully, answering your queries as you go • Reflect – Pause to: • Relate the material to things already known • Relate subtopics to the overall theme (e.g., “Why is this subject part of this chapter?”) • Resolve contradictions • Solve problems • Recite – The main points into your own words • Review

  16. Methods that do not work Highlighting Virtue grinding

  17. Mastery learning • Students must understand lesson (n) before moving on to lesson (n+1) • Students often don’t realize that they don’t understand lesson (n)

  18. Distributed practice • Cramming is less effective than returning to material after a break • The optimal break is ~7 days • Revisit material in lectures, discussions, & homeworks

  19. Situation You solve a problem during a discussion section. This problem is similar to one on last week’s homework, with one minor change. When you are done with problem B, the section becomes quite lively, with a great deal of confusion over how the problems are “really” different. How do you react in class? How would you change your approach next time?

  20. Situation Your class has been performing well on homeworks, but fares poorly on the midterm. How do you react? How would you do things differently for the second half of class?

  21. Motivation • Always emphasize effort over innate ability • High and low states of stress impair performance • Get students thinking about what they want to get out of the material • Average student attention span: 7-10 minutes

  22. Active learning(how to avoid the following)

  23. Situation A student team is exploring the possibility of using a drug delivery device to deliver a certain drug to the retina. According to their results and analysis, they believe that the device will not work for this application. They are, therefore, worried about their project grade. In talking through their results, you find no significant errors in their approach or their analysis, and, with minor reservations, agree with their assessment. How do you respond to the team? How would you change your approach to projects in future classes?

  24. Situation In your ~30 student discussion section, you find that the in-class discussions are dominated by two students in particular. One student is quite familiar with the material from their research experience and typically has the correct answer; the other is very keen to provide an answer but often misses the mark. How do you react?

  25. Asking questions in class What distinguishes a “good” in-class question from a “bad” in-class question? Why?

  26. Soliciting feedback • Ask specific questions • Ask informally (email/poll) • Do a formal midterm evaluation • Consider exam and HW grades

  27. Situation One group in your discussion has been performing excellently all semester, and you’ve developed a rapport with them. You ask them for informal feedback, and general they are enjoying the section and have found it useful in understanding lecture material and in moving their project forward. How do you proceed?

  28. Gender and race in an engineering classroom With thanks to Elena Kassianidou

  29. What behaviors contribute to inequality?

  30. Stereotype threat SteeleandAronson (1995) Martens (2005)

  31. Impostor syndrome thisisindexed.com

  32. Bias in hiring a lab manager Handelsman, PNAS, 2012

  33. Bias in recommendations Trix and Psenka, Discourse & Society, 2003

  34. Bias in recommendations Trix and Psenka, Discourse & Society, 2003

  35. Bias in perceptionHow genuine, humble, and kind was Roizen? Study by Anderson and Flynn, original slides by Anderson (unpublished data)

  36. Bias in perceptionHow power-hungry, self-promoting, and disingenuous was Roizen? Study by Anderson and Flynn, original slides by Anderson (unpublished data)

  37. Bias in perceptionHow competent, self-confident, and effective was Roizen? Study by Anderson and Flynn, original slides by Anderson (unpublished data)

  38. Bias in perceptionWould you like, hire, enjoy working with Roizen? Study by Anderson and Flynn, original slides by Anderson (unpublished data)

  39. Grant review bias Log odds ratio (-0.25) 22% in favor of men Log odds ratio (0.25) 28% in favor of women Bornmann, J of Infometrics, 2006

  40. Bias in paper review(from single blind to double blind review) Budden, Trends in Ecol. and Evol., 2008

  41. Citations bias Sugimoto, Nature, 2013

  42. What can we do as educators and mentors to improve things?

  43. Self-integrity (vs. stereotype) • Students identify their most important value(s) from a list • Brief written exploration of their choices • Total time: 15 minutes Cohen, Science, 2006 See also: Ito, Science, 2010

  44. Belonging (vs. impostor syndrome) • Students given a narrative “framing social adversity in school as shared and short-lived” • Students then write and film personal experiences in line with the narrative Cohen, Science, 2011

  45. Goals setting Linder, IEEE sessions, 2010

  46. Goals setting Post-intervention Linder, IEEE sessions, 2010

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