- 1995 - SUNY Chancellor's Award for Excellence in Teaching
- 1995 - Binghamton University's Award for Excellence in Teaching
- BIOL 360 Ecology
- BIOL 606/680 How to Write a Grant Proposal
- BIOL 604/680 Survival Kit for Scientists: Teaching Issues
- BIOL 480/680 Workshops in University Science Education
- BIOL 680 Survival Kit for Scientists: Research Issues
- Interdisciplinary Research: Process and Theory
- Ethical Decision-making for Responsible Conduct of Research
- Mentor-mentee Relationship
BIOL 606/680 - How to Write a Grant Proposal
This course takes you through the steps of writing a standard federal grant proposal. By the end of the course you will have written a proposal and served as a panelist for review of the class proposals. In addition, many faculty participate in the sessions to share their experience and insight.
- The syllabus (.pdf, 16kb)is available in pdf format.
Typical comments about the course:
- "The opportunity to go through the actual grant writing process - to see how much work/time goes into putting a grant together."
- "I feel like I have a much better understanding about the process of writing a grant. It isn't as much of an overwhelming task as it seemed before."
- "Writing the grant proposal helped me to think clearly and thoroughly about my research questions."
- "This course was more of a workshop than a lecture, which I enjoyed tremendously."
- "Now I think I have the tools necessary to write a proposal, as well as an understanding of what a reviewer would look for."
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BIOL 604/680 - Survival Kit for Scientists: Teaching Issues
This course focuses on teaching undergraduates. It provides an introduction into the science education literature and lots of practical techniques. Faculty participate in panel discussions on key educational issues, such as cooperative learning, teaching scientific writing, and developing hands-on laboratories. The graduate students develop a Teaching Portfolio, which helps complete the requirements of the University's Certificate in College Teaching.
- Syllabus (.pdf, 20kb) for the course in pdf format.
Comments by past students:
- "This course has provided me with a great deal of respect for the diversity of students and the variety of methods of how to teach them."
- "One of the most important things I learned was that students have different learning styles, and I need to use different teaching styles to reach them."
- "When I started this class, I felt as though I knew a great deal about teaching, but now I realize that I knew very little." [4th year grad student]
- "This course has given me a broader arsenal of tools than I had previously." [4th year grad student]
- "Through this course I have shifted my focus in teaching to where it should be - on how the students perceive what I am saying."
- "This course has taken the fear out of practical issues such as course planning, lecturing and evaluating students."
- "I enjoyed hearing faculty discuss how they learned to teach and how they dealt with problems. I didn't feel like such a rookie."
Whether you are applying for a position as an assistant professor or developing your first Teaching Portfolio, you will have to write your "teaching philosophy". An effective description of your teaching philosophy will be unique to you, in that it reveals the essence of you as a teacher. One more piece of advice: limit it to one single-spaced page.
Examples: 1 2 3
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BIOL 680 - Survival Kit for Scientists: Research Issues
This is a very fun course - what we do will largely depend on the interests of the class. The idea is to explore research issues in a broad context and develop a personal research strategy.
The topics include: "the scientific method", developing research projects for your undergraduate students, developing a research strategy for graduate work/postdoctoral position/first job, postdoctoral strategy - getting a postdoctoral position and using it as a stepping stone, getting the first job, how to present a seminar, how to make a poster for a scientific meeting, lab management, developing a web page to advertise your research, politics of funding. Each week one or two students are in charge of a topic and organizing how we will investigate that topic, which can include inviting faculty members to participate. Grades are based on class participation, topic presentation and overview project.
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