Search Results

You are looking at 1-10 of 15

Summer School in Computational Physiology: A Collaborative Course in Modeling Excitable Tissues
Kimberly J. McCabe,
Nickolas Forsch,
Andrew G. Edwards, and
Mary M. Maleckar
Article Category: Research Article
Volume/Issue: Volume 5: Issue 2
Online Publication Date: Oct 30, 2024
DOI: 10.35459/tbp.2024.000272
Page Range: 98 – 109

and collaboration tool. SUURPh and the SSCP represent unique and successful initiatives by KD to promote collaboration in higher education and research between Norway and major institutions worldwide, particularly the United States and Europe. The SSCP is a unique learning opportunity for young scientists because of the ability for them to benefit from close mentorship with leaders in the field. The initial coursework prepares attendees for an intensive research project in which a small group is paired with one or two lead scientists from Simula, UiO, and UCSD and

Download PDF
Building Interdisciplinary Skills and Mentorship Opportunities in a 2-Week Research Experience
Yee-Hung Mark Chan,
Michelle Phillips,
Katherine Nielsen, and
Diana S. Chu
Article Category: Research Article
Volume/Issue: Volume 5: Issue 2
Online Publication Date: Jul 25, 2024
DOI: 10.35459/tbp.2024.000266
Page Range: 84 – 97

found that summer research experiences that provide sustained opportunities for mentorship are a critical factor in college students’ overall satisfaction with the experiences and in determining how these students will select future research projects, especially for those that are minority groups in STEM fields ( 8–10 ). However, their impact can be limited because laboratories often host only 1 to 2 students per summer. In addition, this format, in which students work closely with 1 mentor, may limit exposure to a range of scientist mentors. Thus, a model was

Curiosity-Based Biophysics Projects in a High School Setting with Graduate Student Mentorship
Cooper J Galvin,
Katherine N. Liu,
Andrew S. Kennard,
Sahil K. Tembulkar,
Alexander Dunlap,
Tao A. G. Large,
Thao Pham,
Derek Le,
Aurora Alvarez-Buylla,
Helen Nguyen,
Ezequiel Ponce,
Sophia Tran,
Nikki Nguyen,
Christina Ngo,
Christina Tran,
Gabriela Huynh,
Patrick Allamandola, and
Zev Bryant
Article Category: Brief Report
Volume/Issue: Volume 2: Issue 1
Online Publication Date: Feb 17, 2021
DOI: 10.35459/tbp.2019.000136
Page Range: 6 – 11

Introduction We describe a project-based learning (PBL) program that combines student-driven projects with year-long mentorship to inspire high school students to pursue science, technology, engineering, and math (STEM). Previous studies indicate that PBL improves learning outcomes, teamwork, and long-term interest ( 1 – 4 ). Separate work suggests that long-term mentorship (LTM) programs can promote a pipeline into higher education and STEM for students from underrepresented backgrounds ( 5 , 6 ). We sought to combine PBL and LTM

Fig 4; Initial results from the SSCP 2014–2023 alumni survey, indicating the potentially diverse career paths chosen by trainees.
Kimberly J. McCabe,
Nickolas Forsch,
Andrew G. Edwards, and
Mary M. Maleckar
Fig 4
Fig 4

Initial results from the SSCP 2014–2023 alumni survey, indicating the potentially diverse career paths chosen by trainees.

Fig 2; Increase in global reach of the SSCP, 2014–2023. (A) top: global distribution of SSCP attendees since 2014; the number of students from each nation highlighted is indicated by color. (B) bottom left: the number of SSCP attendees per year since 2014; note the steady increase in numbers of students, reflecting greater numbers of applications. (C) bottom right: the number of represented nationalities by year.
Kimberly J. McCabe,
Nickolas Forsch,
Andrew G. Edwards, and
Mary M. Maleckar
Fig 2
Fig 2

Increase in global reach of the SSCP, 2014–2023. (A) top: global distribution of SSCP attendees since 2014; the number of students from each nation highlighted is indicated by color. (B) bottom left: the number of SSCP attendees per year since 2014; note the steady increase in numbers of students, reflecting greater numbers of applications. (C) bottom right: the number of represented nationalities by year.

Fig 1; An overview of the SSCP over the years. Key milestones are indicated by year (left). The SSCP has undergone many innovations during its 10-year cycle, including those highlighted (right). EMI, Extracellular-Membrane-Intracellular Computational Model; MCSA ETN, Marie Skłodowska-Curie European Training Network.
Kimberly J. McCabe,
Nickolas Forsch,
Andrew G. Edwards, and
Mary M. Maleckar
Fig 1
Fig 1

An overview of the SSCP over the years. Key milestones are indicated by year (left). The SSCP has undergone many innovations during its 10-year cycle, including those highlighted (right). EMI, Extracellular-Membrane-Intracellular Computational Model; MCSA ETN, Marie Skłodowska-Curie European Training Network.

Fig 3; Partial results from the SSCP student course evaluations for recent years, 2021–2023. Top row: course content; middle row: course organization; bottom row: instructor involvement and interaction with students.
Kimberly J. McCabe,
Nickolas Forsch,
Andrew G. Edwards, and
Mary M. Maleckar
Fig 3
Fig 3

Partial results from the SSCP student course evaluations for recent years, 2021–2023. Top row: course content; middle row: course organization; bottom row: instructor involvement and interaction with students.

Using a Structured Research Framework to Improve Mentoring Capacity in a Biophysics Research Lab
Truitt Elliott,
Erin Drolet,
Jonathan S. Briganti,
Kelsie M. King, and
Anne M. Brown
Article Category: Research Article
Volume/Issue: Volume 5: Issue 2
Online Publication Date: Aug 21, 2024
DOI: 10.35459/tbp.2024.000271
Page Range: 110 – 127

barriers for students to enter a research environment, including a lack of defined short-term outputs, little to no peer mentorship, and difficulties transferring skills from a laboratory course to a research environment ( 7 , 20 , 21 ). Finances also present a barrier to undergraduate research; without funding opportunities, many students cannot afford to participate in summer research due to a lack of on-campus housing or semester research due to multiple obligations ( 22 ). In addition, mentoring is time intensive for graduate students. There is often limited

Empowering Women in Biomedical Engineering: A Departmental Pathway to Inclusion and Support
Alba Alfonso-Garcia,
Katjana Ehrlich,
Gerard Ariño-Estrada,
Hannah J. O’Toole,
Abigail L. Humphries,
Megan G. Villasenor,
Sharon Aviran, and
Eleonora Grandi
Article Category: Research Article
Volume/Issue: Volume 5: Issue 2
Online Publication Date: Jun 10, 2024
DOI: 10.35459/tbp.2023.000259
Page Range: 136 – 146

challenges requires comprehensive and concerted efforts from both institutions and the broader STEM community. Initiatives such as mentorship programs, support networks, and policies promoting work-life balance can help create an inclusive and supportive environment ( 14 ). Recognizing and challenging gender biases and stereotypes are crucial to ensure equitable opportunities for women in the field and must occur systemically. At the departmental level, we have launched a series of lunches designed to enhance the sense of belonging and augment support for our women

The Power and Promise of Mentoring in Biophysics
Patricia Soto and
Andrew L. Feig
Article Category: Editorial
Volume/Issue: Volume 5: Issue 2
Online Publication Date: Dec 02, 2024
DOI: 10.35459/tbp.2024.000262
Page Range: 81 – 83

would likely be far more helpful to guide the individual to appropriate sources for the advice they need. Thus, we should be thinking of mentorship as coming from a cadre of individuals who each serve as a piece within the jigsaw puzzle of the mentoring network. We also cannot leave the process of finding mentors to chance. If we do, we bias the availability of mentors to those who already have social capital within our system. When ALF first sought a lab position more than 30 years ago, during one of the first interviews, a professor sent him away after 5 minutes