Getting Beyond the Hairy House: Using Structure-Function-Mechanism to Advance Biologically Inspired Design Pedagogy

2021 ◽  
Author(s):  
Michael E. Helms ◽  
Hoda Ehsan ◽  
Euisun Kim ◽  
Roxanne Moore ◽  
Meltem Alemdar ◽  
...  
Keyword(s):  
High School ◽  
Structure Function ◽  
Professional Learning ◽  
Undergraduate Students ◽  
Learning Approaches ◽  
Biologically Inspired ◽  
Systems Of Systems ◽  
Unique Challenge ◽  
Function Mechanism ◽  
Biologically Inspired Design

Abstract In this case study we report on the use of a Next Generation Science Standards (NGSS)-aligned form of Structure-Behavior-Function, called Structure-Function-Mechanism (SFM), to teach four high school engineering teachers an approach for Biologically Inspired Design (BID). Functional theories of design describe a natural way in which designers solve design problems. They provide support for case-based and analogical-based reasoning systems and have been used successfully to teach BID to undergraduate students. We found that teachers instructed on BID practice and pedagogy using our modified theory were able to grasp the structural concepts and looked for clear markers separating mechanism (behavior) and function. Because of the systems-of-systems nature of most biological entities, these boundaries were often subjective, presenting unique challenge to teachers. As high school engineering teachers look for methods to enhance their pedagogy and to understand multidisciplinary content, these findings will inform future curriculum development and professional learning approaches for engineering education.

Creating Biologically Inspired Design Units for High School Engineering Courses

2021 ◽  
Author(s):  
Roxanne A. Moore ◽  
Hoda Ehsan ◽  
Euisun Kim ◽  
Michael Helms ◽  
Meltem Alemdar ◽  
...  
Keyword(s):  
High School ◽  
Biologically Inspired ◽  
Biologically Inspired Design

scholarly journals Building a virtual summer research experience in cancer for high school and early undergraduate students: lessons from the COVID-19 pandemic

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Timothy W. Corson ◽  
Shannon M. Hawkins ◽  
Elmer Sanders ◽  
Jessica Byram ◽  
Leigh-Ann Cruz ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Undergraduate Students ◽  
Cancer Biology ◽  
Outcome Data ◽  
Comprehensive Cancer Center ◽  
Research Experience ◽  
School Teachers ◽  
Unique Challenge ◽  
Hands On

Abstract Background The COVID-19 pandemic posed a unique challenge for summer research programs in 2020, particularly for programs aimed at hands-on experience for younger trainees. The Indiana University Melvin and Bren Simon Comprehensive Cancer Center supports two pipeline programs, which traditionally immerse high school juniors, seniors, and early undergraduate students from underrepresented populations in science in hands-on projects in cancer biology labs. However, due to social distancing policies during the pandemic and reduction of research operations, these students were not physically allowed on campus. Thus, the authors set out to strategically pivot to a wholly virtual curriculum and evaluate the Virtual Summer Research Experience in Cancer outcomes. Methods The virtual program included four components: 1. a core science and professional development curriculum led by high school teachers and senior undergraduates; 2. faculty-delivered didactic sessions on cancer science; 3. mentored, virtual research projects with research faculty; and 4. online networking events to encourage vertical mentoring. Outcomes data were measured using a locally created 11-item Research Preparation Scale, daily electronic feedback, and weekly structured evaluation and feedback via Zoom. Results Outcome data suggested high self-reported satisfaction with the virtual program. Outcome data also revealed the importance of coordination between multiple entities for seamless program implementation. This includes the active recruitment and participation of high school teachers and further investment in information technology capabilities of institutions. Conclusions Findings reveal a path to educate and train high school and early undergraduate students in cancer research when hands-on, in-person training is not feasible. Virtual research experiences are not only useful to engage students during public health crises but can provide an avenue for cancer centers to expand their cancer education footprints to remotely located schools and universities with limited resources to provide such experiences to their students.

scholarly journals Building a Virtual Summer Research Experience in Cancer for High School and Early Undergraduate Students: Lessons From the COVID-19 Pandemic

2020 ◽  
Author(s):  
Timothy Corson ◽  
Shannon Hawkins ◽  
Elmer Sanders ◽  
Jessica Byram ◽  
Leigh-Ann Cruz ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Undergraduate Students ◽  
Cancer Biology ◽  
Outcome Data ◽  
Comprehensive Cancer Center ◽  
Research Experience ◽  
School Teachers ◽  
Unique Challenge ◽  
Hands On

Abstract Background: The COVID-19 pandemic posed a unique challenge for summer research programs in 2020, particularly for programs aimed at hands-on experience for younger trainees. The Indiana University Melvin and Bren Simon Comprehensive Cancer Center supports two pipeline programs, which traditionally immerse high school juniors, seniors, and early undergraduate students from underrepresented populations in science in hands-on projects in cancer biology labs. However, due to social distancing policies during the pandemic and reduction of research operations, these students were not physically allowed on campus. Thus, the authors set out to strategically pivot to a wholly virtual curriculum and evaluate the Virtual Summer Research Experience in Cancer outcomes.Methods: The virtual program included four components: 1. a core science and professional development curriculum led by high school teachers and senior undergraduates; 2. faculty-delivered didactic sessions on cancer science; 3. mentored, virtual research projects with research faculty; and 4. online networking events to encourage vertical mentoring. Outcomes data were measured using an 11-item Research Preparation scale, daily electronic feedback, and structured evaluation and feedback via Zoom weekly.Results: Outcome data suggested high self-reported satisfaction with the virtual program. Outcome data also revealed the importance of coordination between multiple entities for seamless program implementation. This includes the active recruitment and participation of high school teachers and further investment in information technology capabilities of institutions.Conclusions: Findings reveal a path to educate and train high school and early undergraduate students in cancer research when hands-on, in-person training is not feasible. Virtual research experiences are not only useful to engage students during public health crises but can provide an avenue for cancer centers to expand their cancer education footprints to remotely located schools and universities with limited resources to provide such experiences to their students.

scholarly journals Building a virtual summer research experience in cancer for high school and early undergraduate students: lessons from the COVID-19 pandemic

2020 ◽  
Author(s):  
Timothy W Corson ◽  
Shannon M Hawkins ◽  
Elmer Sanders ◽  
Jessica Byram ◽  
Leigh-Ann Cruz ◽  
...  
Keyword(s):  
High School ◽  
High School Teachers ◽  
Undergraduate Students ◽  
Cancer Biology ◽  
Outcome Data ◽  
Comprehensive Cancer Center ◽  
Research Experience ◽  
School Teachers ◽  
Unique Challenge ◽  
Hands On

AbstractBackgroundThe COVID-19 pandemic posed a unique challenge for summer research programs in 2020, particularly for programs aimed at hands-on experience for younger trainees. The Indiana University Melvin and Bren Simon Comprehensive Cancer Center supports two pipeline programs, which traditionally immerse high school juniors, seniors, and early undergraduate students from underrepresented populations in science in hands-on projects in cancer biology labs. However, due to social distancing policies during the pandemic and reduction of research operations, these students were not physically allowed on campus. Thus, the authors set out to strategically pivot to a wholly virtual curriculum and evaluate the Virtual Summer Research Experience in Cancer outcomes.MethodsThe virtual program included four components: 1. a core science and professional development curriculum led by high school teachers and senior undergraduates; 2. faculty-delivered didactic sessions on cancer science; 3. mentored, virtual research projects with research faculty; and 4. online networking events to encourage vertical mentoring. Outcomes data were measured using an 11-item Research Preparation scale, daily electronic feedback, and structured evaluation and feedback via Zoom weekly.ResultsOutcome data suggested high self-reported satisfaction with the virtual program. Outcome data also revealed the importance of coordination between multiple entities for seamless program implementation. This includes the active recruitment and participation of high school teachers and further investment in information technology capabilities of institutions.ConclusionsFindings reveal a path to educate and train high school and early undergraduate students in cancer research when hands-on, in-person training is not feasible. Virtual research experiences are not only useful to engage students during public health crises but can provide an avenue for cancer centers to expand their cancer education footprints to remotely located schools and universities with limited resources to provide such experiences to their students.

scholarly journals Effects of Function-Based Models in Biologically Inspired Design

2021 ◽  
pp. 1-24
Author(s):  
Wei Liu ◽  
Francesco Rosa ◽  
Gaetano Cascini ◽  
Runhua Tan
Keyword(s):  
Undergraduate Students ◽  
Educational Development ◽  
Quantitative Comparison ◽  
Biologically Inspired ◽  
Innovation In Education ◽  
Design Challenge ◽  
Biologically Inspired Design ◽  
And Training ◽  
Bid Design ◽  
Selection Of

Function-Based (FB) representations of complex systems play an important role in Biologically Inspired Design (BID) by easing the knowledge interchange among biologists, engineers and designers. Many representations have been proposed by scholars over the years, but none of them has ever become a clear favorite. As a matter of fact, each model represents the system from a distinctive perspective. This paper explores the effects of these different representations as creative stimuli for students in order to obtain recommendations for fostering innovation in education and training practices. After introducing a selection of FB models for BID, the paper describes an experiment designed to allow a quantitative comparison of the outcomes of a BID design challenge among undergraduate students attending a course on methods and tools for conceptual design. An analysis of the results of the experiment is followed by the authors’ reflection on directions for educational development.

A Master Class in Dimensional Analysis: the Universal Gas Constant

2018 ◽  
Author(s):  
john andraos
Keyword(s):  
Physical Chemistry ◽  
High School ◽  
General Chemistry ◽  
Dimensional Analysis ◽  
Undergraduate Students ◽  
Microsoft Excel ◽  
Energy Unit ◽  
Spreadsheet Program ◽  
Volume Unit

We present a spreadsheet-assisted exercise using Microsoft Excel software for the<br>determination of the universal gas constant, R, in 35,712 different units. This large<br>number of units arises from a simple enumeration of possible pressure-volume unit<br>combinations and energy unit combinations covering SI (metric), Imperial (British), and<br>American units. In turn, various units for force and area used for defining pressure, and<br>various units for force and distance used for defining energy are explored. This<br>presentation serves as an excellent exercise for high school and undergraduate students to<br>master the skill of dimensional analysis, unit conversions, and basic combinatorics in<br>general chemistry and physical chemistry courses. Instructors can also use the described<br>exercise of constructing conversion matrices to train students in how to efficiently use the<br>Microsoft Excel spreadsheet program.

Molecular Modeling as the Spark for Active Learning Approaches for Interdisciplinary Biology Teaching

2018 ◽  
Author(s):  
Antoine Taly ◽  
Francesco Nitti ◽  
Marc Baaden ◽  
samuela pasquali
Keyword(s):  
High School ◽  
High School Students ◽  
Molecular Modeling ◽  
Active Learning ◽  
Computer Science ◽  
Poster Presentation ◽  
Learning Approaches ◽  
School Students ◽  
The Subject ◽  
The Origin Of Life

<div>We present here an interdisciplinary workshop on the subject of biomolecules offered to undergraduate and high-school students with the aim of boosting their interest toward all areas of science contributing to the study of life. The workshop involves Mathematics, Physics, Chemistry, Computer Science and Biology. Based on our own areas of research, molecular modeling is chosen as central axis as it involves all disciplines. In order to provide a strong biological motivation for the study of the dynamics of biomolecules, the theme of the workshop is the origin of life. </div><div>All sessions are built around active pedagogies, including games, and a final poster presentation.</div>

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

2021 ◽  
pp. 1-14
Author(s):  
Judith Foggett ◽  
Robert Conway ◽  
Kerry Dally
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Professional Learning ◽  
School Principals ◽  
Individual Student ◽  
Group Model ◽  
Local Management ◽  
Problem Behaviour ◽  
Local Schools ◽  
The Individual

Abstract Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

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