Sudden challenges in teaching ecology and aligned disciplines during a global pandemic: Reflections on the rapid move online and perspectives on moving forward

The challenges facing higher education in response to COVID‐19 are significant and possibly none more so than in ecology and aligned disciplines. Not only did most ecology lecturers have to rush lectures and tutorials online, but also laboratory and field classes. We reflect on our experience of this move and also consider those of 30 other ecology‐aligned teaching academics to summarize the challenges faced in the move online early in 2020 and the developing plans for adapting ecology teaching and learning going into the 2020/21 academic year. The move online had the most significant impact on field classes, with more of these canceled than lectures or laboratory classes. Most respondents to an online poll also highlighted that many respondents (~45%) felt that ecology was more impacted by COVID‐19 that even other STEM disciplines. The availability of technological solutions is key to moving forward and will hopefully enhance the teaching and learning experience for many beyond the current crisis.     

体现不同专业特色的微生物学实验教学改革研究

总结了微生物学实验教学的改革与实践.根据专业特点设置基础验证性实验以加强基本操作技能训练,开设有专业特色的综合、设计性实验强化学生综合实践能力培养,利用创新性实验促进培养学生创新能力,并依托网络化的实验教学信息平台与完善的实验室管理制度实施开放实验,构建了体现专业特色的微生物学实验教学体系.实践证明,体现专业特色的微生物学实验教学改革,提高了实验效率与实验教学质量.     

QUANTITATIVE ANALYSIS IN THE RESEARCH OF TEACHING

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Duclaux,Chamberland, Roux,Grancher, and Metchnikoff: the five musketeers of Louis Pasteur

The Institut Pasteur was created thanks to worldwide generosity with the aim to welcome and treat rabies patients, to provide a place for scientific research and to offer new teaching programs in microbiology. Louis Pasteur invited his main collaborators, who had accompanied him during his previous investigations at École Normale Supérieure, to join him in his new institute. They contributed to the principle discoveries of Pasteur, such as the fight against spontaneous generation, the identification of the ferments of putrefaction, the fight against the silk worm disease, the research on wine and beer, and the set-up of the first vaccines against avian cholera, anthrax, swine erysipelas and rabies. There were two scientists, Émile Duclaux and Charles Chamberland, and two medical doctors, Émile Roux, and Joseph Grancher. In addition, two Russian scientists were invited to join the Institute and to head a research laboratory, Élie Metchnikoff and Nikolaï Gamaleïa, the later will finally never join the institute.     

fungi4schools - the new BMS education website

The one place it's almost impossible to find fungi is in the UK National Curriculum for schools. The state of the National Curriculum (NC) is a real concern because the current specifications all contain material on animal and plant comparisons with little or no consideration for the largest group of higher organisms on Earth: Kingdom Fungi. This means that children are missing out on being taught about the importance of an entire Kingdom of higher organisms. To try to compensate for this educational deficiency, the British Mycological Society has taken up the challenge by devising resources teachers can use within the current NC because they address NC topics and also give proper representation to fungi. These resources include specially-produced and ready-to-use lessons and classroom activities, teacher's guides and pupil class sheets, all classroom tested and well received by pupils. But the resources also feature articles published over many years in the Society's journals that need to be brought out of the library archives and made immediately accessible to schools. These resources are available now for free download from the British Mycological Society's new education website at www.fungi4schools.org, which is described in this article.     

生物工程类课程“半自助式”教学模式的探索与实践

介绍“半自助式”教学模式提出的背景、涵义和研究理念,明晰该模式的实施方案和考核评分体系.以《生物工艺学》课程的教学组织为典型案例,分四个阶段介绍如何通过实践题目的布置引出课程内容体系,如何安排基础知识学习,如何将基础知识应用于具体生物工程产品生产以及如何做生产工艺的工厂设计,分析成效,以期为生物工程类课程教学提供一种新型教学模式,提高学生工程实践能力.     

Report on 2nd Royan Institute International Summer School on Developmental Biology and Stem Cells Tehran,Iran, 17–22nd July 2011

The 2nd Royan Institute International Summer School was built around the topic of stem cells and grounding in the discipline of developmental biology. The meeting provided not only direct transfer of technical and intellectual information, the normal process in scientific meetings, but was also a forum for the exchange of personal ideas of science as a creative pursuit. This summer school introduced aspiring young Iranian scientists to international researchers and exposed the latter to a rich culture that highly values learning and education, attested by the confident, intelligent young men and women who asked probing questions and who were eager to participate in the workshops. Hossein Baharvand's dedication and passion for science have led to an impressive record of national and international peer-reviewed publications and an increasing number of students who pursue science in Iran, and shows how the right people can create an environment where good science, good science education and motivation will flourish. This report summarizes some of the activities of the workshop in the Royan Institute and the impressions of the visiting scientists in the wider context of the scientific and cultural heritage of Iran.