I have NSF funding to invite chemistry/biochemistry speakers to EIU who identify as a member of a historically excluded group. Our students are particularly interested in industry scientists or early career academics including students & postdocs (non-professors). Please email or DM me a self-nomination if you identify as Black, Hispanic, Latino, and/or Native American and are interested in visiting. We have slots available this semester and throughout the next academic year.
Michael W. Beck
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Biochemist, chemical biologist, bioinorganic chemist, & pilot. Asst. Prof. at Eastern Illinois University. Group Website: www.Beck-Lab.com
Taylor is the first undergraduate in our group to complete an undergraduate honors thesis! Following graduation in May, she is planning on taking a gap year to gain more clinical experience before applying to #MDPhD programs. Recruit her before somebody else does! #NewPI #ProudPI
Christopher JonesDear students:
If you’re considering emailing a former professor just to check in and say hi, but are hesitant because you have nothing substantive to say, consider this an invitation to go ahead and send that email. It really means a lot.
Paulette Vincent-RuzFirst publication out of the Vincent-Ruz Lab is now live! In collaboration with @[email protected] 🙌🏽
Activating discipline specific thinking with adaptive learning
https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0276086
🐦🔗: https://twitter.com/VincentRuzLab/status/1594464419123122177
Activating discipline specific thinking with adaptive learning: A digital tool to enhance learning in chemistry
In tertiary science education, students are encouraged to engage in discipline specific thinking, to learn their chosen subject. The challenge for educators is engaging all students equitably, despite their educational backgrounds and depth of discipline specific knowledge. Personalising learning in the context of large-scale tertiary courses can only be achieved by using digital technologies. In the context of chemistry education, this project has investigated how an adaptive learning technology can effectively and consistently engage students in discipline specific thinking, by personalising their learning pathway. Adaptive learning has been integrated into a foundational chemistry subject and through quantitative analysis there is empirical evidence to support the benefit adaptive learning has on outcomes, in both the short and long term. This study shows adaptive learning can equitably meet the needs for all students and can lead to improvements in educational behaviour beyond grades. The evidence supports adaptive learning as one critical tool for chemistry educators, and educators in other disciplines of science, to include in their suite of pedagogical strategies to meet the needs of all their students.
Richard Van NoordenNew SI prefixes:
ronna 10^27
quetta 10^30
ronto 10^−27
quecto 10^−30
“Earth weighs around one ronnagram, and an electron’s mass is about one quectogram.“
@MatroidGirl I offer students the chance to reattempt one question that they answered incorrectly on an exam for full credit. The number of students who take advantage of this is also extremely disappointing.
Alexandra WitzeHey science journalists, we've got two 12-month (parental cover) reporter positions open with Nature in London - more info & application at https://careers.springernature.com/job/London-Reporter-or-Senior-Reporter,-Nature/866455301/
Hello all, I am going to test this out. I'm a chemical biologist and assistant professor at Eastern Illinois University, a primarily undergraduate institution #PUI with small MS programs. I have a passion for helping students achieve their educational and career goals through involvement in research. My research group addresses biochemical and biological problems that have implications for human health.