Learn from the Best

What is more inspiring than a discussion with the leading scientists in your field? As a student or a young researcher, you have likely been influenced by mentors guiding you in your career and leading you to your current position. Any discussion with or advice from an expert is certainly very helpful for young people. But how often do we have the opportunity to meet experts? Do we make the most out of these situations? Meetings organized for young scientists are a great opportunity not only for the attendees: they are an opportunity for experts to meet bright students and learn from them in return. In this article, we introduce several successful events organized by Regional Student Groups all around the world, bridging the gap between experts and young scientists. We highlight how rewarding it is for all participants: young researchers, experts, and organizers. We then discuss the various benefits and emphasize the importance of organizing and attending such meetings. As a young researcher, seeking mentorship and additional skills training is a crucial step in career development. Keep in mind that one day, you may be an inspiring mentor, too.     

The 19th Ion Channel Meeting,September 2008, France

The annual meeting of the French Ion Channels Society, held on the Mediterranean coast of France, is aimed at gathering the international scientific community working on various aspects of ion channels. In this report of the 19th edition of the meeting, held in September 2008, we summarize selected symposia on aspects of the ion channel field from fundamental to clinical research. The meeting is an opportunity for leading investigators as well as young researchers to present and discuss their recent advances and future challenges in the ion channel field.     

Reflections on a massive open online life cycle assessment course

Purpose

This article summarizes student performance and survey data from a recent massive open online course (MOOC) on life cycle assessment (LCA). Its purpose is to shed light on student learning outcomes, challenges, and success factors, as well as on improvement opportunities for the MOOC and the role of online courses in LCA education in general.

Methods

Student survey data and course performance data were compiled, analyzed, and interpreted for 1257 students who completed a pre-course survey and 262 students who completed a post-course survey. Both surveys were designed to assess student learning outcomes, topical areas of difficulty, changing perceptions on the nature of LCA, and future plans after completing the MOOC.

Results and discussion

Results suggest that online courses can attract and motivate a large number of students and equip them with basic analytical skills to move on to more advanced LCA studies. However, results also highlight how MOOCs are not without structural limitations, especially related to mostly “locked in” content and the impracticality of directly supporting individual students, which can create challenges for teaching difficult topics and conveying important limitations of LCA in practice.

Conclusions

Online courses, and MOOCs in particular, may present an opportunity for the LCA community to efficiently recruit and train its next generations of LCA analysts and, in particular, those students who might not otherwise have an opportunity to take an LCA course. More surveys should be conducted by LCA instructors and researchers moving forward to enable scientific development and sharing of best practice teaching methods and materials.     

The Regional Student Group Program of the ISCB Student Council: Stories from the Road

The International Society for Computational Biology (ISCB) Student Council was launched in 2004 to facilitate interaction between young scientists in the fields of bioinformatics and computational biology. Since then, the Student Council has successfully run events and programs to promote the development of the next generation of computational biologists. However, in its early years, the Student Council faced a major challenge, in that students from different geographical regions had different needs; no single activity or event could address the needs of all students. To overcome this challenge, the Student Council created the Regional Student Group (RSG) program. The program consists of locally organised and run student groups that address the specific needs of students in their region. These groups usually encompass a given country, and, via affiliation with the international Student Council, are provided with financial support, organisational support, and the ability to share information with other RSGs. In the last five years, RSGs have been created all over the world and organised activities that have helped develop dynamic bioinformatics student communities. In this article series, we present common themes emerging from RSG initiatives, explain their goals, and highlight the challenges and rewards through specific examples. This article, the first in the series, introduces the Student Council and provides a high-level overview of RSG activities. Our hope is that the article series will be a valuable source of information and inspiration for initiating similar activities in other regions and scientific communities.     

The teacher writing toolkit: enhancing undergraduate teaching of scientific writing in the biological sciences

ABSTRACT

Teaching scientific writing in biology classes is challenging for both teachers and students. This article offers and reviews several useful ‘toolkit’ items that instructors of science writing can use to improve college student success. The tools in this kit are both conceptual and practical, and include: 1) Understanding the role of student metacognition, cognitive instruction, and strategic teaching, 2) Recognition of different student writing levels, 3) Applying the writing process, 4) Demonstrational classroom revision and editing, 5) Student-teacher sentence editing, 6) Student peer editing and guided student editing, 7) Student copy-editing, 8) Reflective writing, 9) Addressing plagiarism, paraphrasing, and proper in-text citations and referencing, and 10) Using external, on campus and online resources. Additionally, we discuss the new challenges of teaching scientific writing online versus face-to-face. The discussions, approaches, and exercises presented in this paper empower teachers in assisting students in their development of a personal writing style, while simultaneously building student confidence. The tools we present augment our previous presentation of the student writing toolkit, and can improve and enhance the teaching of scientific writing to undergraduate students.     

Workshops: A Great Way to Enhance and Supplement a Degree

As part of the International Society for Computational Biology Student Council (ISCB-SC), Regional Student Groups (RSGs) have helped organise workshops in the emerging fields of bioinformatics and computational biology. Workshops are a great way for students to gain hands-on experience and rapidly acquire knowledge in advanced research topics where curriculum-based education is yet to be developed. RSG workshops have improved dissemination of knowledge of the latest bioinformatics techniques and resources among student communities and young scientists, especially in developing nations. This article highlights some of the benefits and challenges encountered while running RSG workshops. Examples cover a variety of subjects, including introductory bioinformatics and advanced bioinformatics, as well as soft skills such as networking, career development, and socializing. The collective experience condensed in this article is a useful starting point for students wishing to organise their own tailor-made workshops.     

The 21st Ion Channel Meeting,September 2010, France

On September 12-15, 2010 the French Ion Channels Association organized its annual scientific meeting on the French coast of Mediterranean Sea. This meeting takes place in an attractive location and provides a great opportunity for principal investigators as well as young researchers to present and discuss their recent advances and future challenges in the field of ion channels and transporters. The French Ion Channels Association was created more than 20 years ago and its goal is to organize an annual meeting and more recently to promote interactions (through the website www.canaux-ioniques.fr) between active members of the international scientific community in the field of ion channels. In this report of the 21^st edition of the meeting, we are summarizing the five main symposia that reflect original works and relevant developments in the domain of ions channels and transporters.     

The 21(st) Ion Channel Meeting, September 2010, France

On September 12-15, 2010 the French Ion Channels Association organized its annual scientific meeting on the French coast of Mediterranean Sea. This meeting takes place in an attractive location and provides a great opportunity for principal investigators as well as young researchers to present and discuss their recent advances and future challenges in the field of ion channels and transporters. The French Ion Channels Association was created more than 20 years ago and its goal is to organize an annual meeting and more recently to promote interactions (through the website www.canaux-ioniques.fr) between active members of the international scientific community in the field of ion channels. In this report of the 21(st) edition of the meeting, we are summarizing the five main symposia that reflect original works and relevant developments in the domain of ions channels and transporters.     

From a crisis to an opportunity: Eight insights for doing science in the COVID‐19 era and beyond

The COVID‐19 crisis has forced researchers in Ecology to change the way we work almost overnight. Nonetheless, the pandemic has provided us with several novel components for a new way of conducting science. In this perspective piece, we summarize eight central insights that are helping us, as early career researchers, navigate the uncertainties, fears, and challenges of advancing science during the COVID‐19 pandemic. We highlight how innovative, collaborative, and often Open Science‐driven developments that have arisen from this crisis can form a blueprint for a community reinvention in academia. Our insights include personal approaches to managing our new reality, maintaining capacity to focus and resilience in our projects, and a variety of tools that facilitate remote collaboration. We also highlight how, at a community level, we can take advantage of online communication platforms for gaining accessibility to conferences and meetings, and for maintaining research networks and community engagement while promoting a more diverse and inclusive community. Overall, we are confident that these practices can support a more inclusive and kinder scientific culture for the longer term.     

The Spirit of Competition: To Win or Not To Win

A competition is a contest between individuals or groups. The gain is often an award or recognition, which serves as a catalyst to motivate individuals to put forth their very best. Such events for recognition and success are part of many International Society for Computational Biology (ISCB) Student Council Regional Student Groups (RSGs) activities. These include a popular science article contest, a Wikipedia article competition, travel grants, poster and oral presentation awards during conferences, and quizzes at social events. Organizing competitions is no different than any other event; they require a lot of hard work to be successful. Each event gives remarkable organizational and social experience for students running it, while at the same time the participants of the competitions are rewarded by prizes and recognition. It gives everybody involved an opportunity to demonstrate their extraordinary talents and skills. Competitions are unique because they bring out both the best and worst in people.     

Beyond the printed page: physiology education without a textbook?

Pedagogical innovations, ideas, and outcomes designed to enhance student learning in physiology courses are encouraged by our professional organizations and are actively discussed at conferences and in Advance in Physiological Education. Here, we report our experiment with freely available internet-based material as a substitute for the textbook for a single chapter on muscle physiology in a sophomore-level Human Physiology course. Student reactions to the textbookless curriculum were registered with the use of a questionnaire. Their responses indicated that they enjoyed the online material (animations, images, reviews, etc.), the emphasis on important concepts, and the variety of resources. Furthermore, students were almost unanimous in their praise for such pedagogical approaches to science education. Yet, students were reluctant to part with their textbooks. We believe that with subsequent iterations of this course we will be more successful at further separating the learning experience from the textbook. Reliance on freely available material may eventually relieve students from the burden of purchasing a costly textbook.     

The Gibbs conference on biothermodynamics: origins and evolution

The Gibbs conference on biothermodynamics arose in the late 1980's as a 'self-organized' endeavor by researchers at eleven institutions of the US. Over a period of 10 years these annual conferences have grown steadily in size. They have fostered the development of new thermodynamic approaches and their applications in biochemistry. By emphasizing participation by students and postdoctoral fellows they have contributed significantly to the career development of young scientists in this field.     

Ten simple rules for succeeding as an underrepresented STEM undergraduate

Undergraduate students from underrepresented backgrounds (e.g., Black, Indigenous, and people of color [BIPOC], members of the Deaf community, people with disabilities, members of the 2SLGBTQIA+ community, from low-income backgrounds, or underrepresented genders) continue to face exclusion and marginalization in higher education. In this piece, authored and edited by a diverse group of Science, Technology, Engineering, and Mathematics (STEM) scholars, we present 10 simple rules for succeeding as an underrepresented STEM undergraduate student, illuminating the “hidden curriculum” of STEM specifically as it relates to the underrepresented undergraduate experience. Our rules begin by encouraging students to embrace their own distinct identities and scientific voices and explain how students can overcome challenges unique to underrepresented students throughout their undergraduate degrees. These rules are derived from a combination of our own experiences navigating our undergraduate STEM degrees and the growing body of literature on improving success for underrepresented students.     

Student‐led field studies of herbivory: Hands‐on experiences for remote (or in‐person) learning

Challenging students to independently design and implement experiments is a powerful way to teach the scientific method while engaging with STEM‐related course material. For ecology and organismal biology, such experiences often take the form of field work. The COVID‐19 pandemic presented formidable challenges for instructors of such courses: How can students conduct any experiments, much less ones of their own design, when they might not even have access to campus? Here we describe a student‐led field project exploring invertebrate herbivory in terrestrial plant systems. Designed to flexibly accommodate student groups working either in‐person, remotely, or both, the project would be suitable for invertebrate biology, plant biology, or general ecology courses at the college or high school level. We describe our implementation in two sections of a sophomore‐level course, provide specific advice based on our experiences, make suggestions for future improvements or adaptations, and provide all the written materials that instructors would need to implement this in their own teaching.     

Medical students in community physicians' offices

Can the medical student benefit from spending time in the offices of community physicians? Eight consecutive final-year medical students visited the offices of 39 physicians, 31 family physicians and eight specialists, in the communities of Richmond and Delta, British Columbia. The students describe the value of their experience, common problems seen, continuity of care, practice variation, opportunities in specialist office practice and the standard of practice observed. We strongly suggest that some medical student instruction must take place in the community to ensure improved patient care from doctors with a reality-based training. All students, whatever their eventual area of work, would benefit from this experience and we recommend that other centres try similar experiments.     

Crossing Borders for Science

Exchanging ideas with like-minded, enthusiastic people interested in the same topic is crucial for the advancement of a scientist''s career. Several Regional Student Groups (RSGs) of the International Society for Computational Biology (ISCB) Student Council have cooperated in the last six years to organize scientific workshops and conferences. With motivated students, it is possible to create a memorable event for fellow scientists; in doing so, the organizers gain valuable experiences. While collaborating across borders and time zones can be difficult, feedback from event organizers was always positive. When limited resources are juxtaposed with great ideas and a network of contacts, the outcome is always an amazing experience, despite organizers being separated geographically across different countries.     

Time Development in the Early History of Social Networks: Link Stabilization,Group Dynamics,and Segregation

Studies of the time development of empirical networks usually investigate late stages where lasting connections have already stabilized. Empirical data on early network history are rare but needed for a better understanding of how social network topology develops in real life. Studying students who are beginning their studies at a university with no or few prior connections to each other offers a unique opportunity to investigate the formation and early development of link patterns and community structure in social networks. During a nine week introductory physics course, first year physics students were asked to identify those with whom they communicated about problem solving in physics during the preceding week. We use these students'' self reports to produce time dependent student interaction networks. We investigate these networks to elucidate possible effects of different student attributes in early network formation. Changes in the weekly number of links show that while roughly half of all links change from week to week, students also reestablish a growing number of links as they progress through their first weeks of study. Using the Infomap community detection algorithm, we show that the networks exhibit community structure, and we use non-network student attributes, such as gender and end-of-course grade to characterize communities during their formation. Specifically, we develop a segregation measure and show that students structure themselves according to gender and pre-organized sections (in which students engage in problem solving and laboratory work), but not according to end-of-coure grade. Alluvial diagrams of consecutive weeks'' communities show that while student movement between groups are erratic in the beginnning of their studies, they stabilize somewhat towards the end of the course. Taken together, the analyses imply that student interaction networks stabilize quickly and that students establish collaborations based on who is immediately available to them and on observable personal characteristics.     

Initiating dialogue between scientists and managers of biological invasions

We describe an initiative to improve the flow of information between researchers and managers as part of two international scientific symposia on biological invasions held in South Africa in 2008 and 2009. Formal workshops and information sessions for land managers were run during the symposia. At the end of each symposium, the managers ran dedicated question-and-answer sessions on the research they felt was needed to improve their work. We discuss the potential of such interventions to increase interaction and awareness between researchers and managers of biological invasions. The symposia certainly provided the managers with opportunities to think about broader issues and develop contacts, but problems with terminology use and the lack of solutions specific to their context tempered the value of their experience. Conversely, researchers at times under-estimated the managers perceived relevance of their presentations to management. The structured and facilitated attendance of managers of invasive plants at international conferences on invasion biology is one mechanism for at least narrowing “the gap” between science and management.