Queensborough Community College DUTIES Duties teach Anatomy Physiology and either of current medical microbiologyis required. Participation in Departmental activities including committees http://www.qcc.cuny.edu/Personnel/JobPostings/AvailableJobs.asp?typeID=5
Miami University Graduate School least one microbiology course and must teach a service a result of the research activitiesand expertise The doctoral program in microbiology was last reviewed http://www.units.muohio.edu/gradschool/objectives/microbiology.html
Extractions: The Department of Microbiology at Miami University has maintained a strong commitment to providing an education of the very highest quality to its doctoral, master's and baccalaureate students in microbiology. In defining this mission the department established two broad areas of emphasis for both the curricular and research programs for its doctoral students - Host-Pathogen Interactions and Genetics and Physiology of Microorganisms . As microorganisms have come to play an increasingly important role in biotechnology development and utilization in industry and basic research and as the threat of emerging and drug-resistant pathogenic microorganisms increases for the world population, such emphases in the education of our doctoral students have been significantly validated. In recent years, the department has added the area of environmental microbiology to these doctoral curricular and research opportunities for our graduate students. There are twelve graduate faculty in the Department of Microbiology, 26 graduate students at the present time, and three postdoctoral positions which are continuously supported via departmental Academic Challenge funding. Additional postdoctoral and graduate student support has been acquired through external grant funding awarded to the graduate faculty. The faculty work closely with their graduate students and postdoctoral fellows with the common goal of carrying out research of high quality which will result in publication of their work in refereed journals, in turn leading to significant research funding from foundations, industry and federal agencies. The faculty and students of the Department of Microbiology have been highly successful in achieving these goals in recent years.
University Profile System with either Biology or microbiology concentrationsunder of the graduate facultyteach advanced courses levels, are involved in activities of professional http://infoserv.etsu.edu/profile/showprofile.asp?Action=FindDept&Val=Biological
Experiences In Mol & Cell viruses, and fungi) or with activities within cells of and cellular biologists mayteach courses such as medical microbiology, veterinary microbiology http://www.emporia.edu/biosci/exmolcel.htm
Extractions: College and university programs in modern biology may be divided into two categories: organismic biology and molecular/cellular biology. The basic difference between these two categories is their primary level of focus. The multicellular organism is the center of attraction in the former category, whereas the microbiologist or cellular biologist deals with microbes (bacteria, viruses, and fungi) or with activities within cells of multicellular organisms. The common feature of the various types of micro/cellular biologists is that they usually study living systems that can only be seen with a microscope. Microbial and cellular biologists often combine the fields of microbiology, cell biology, genetics, chemistry, biochemistry, cellular physiology, physics, ecology, and pathology in their day-to-day work or experiments. Some professional microbiologists focus on findings critical to health, agriculture and environmental sciences, while other cellular biologists focus more on questions of how living systems perform these functions of "life." In colleges and universities, microbial and cellular biologists may teach courses such as medical microbiology, veterinary microbiology, environmental microbiology, public health microbiology, immunology, virology, mycology, microbial/cellular physiology, molecular genetics (genetic engineering), protozoology, parasitology, food microbiology, industrial microbiology, biotechnology and an extensive list of other courses. In addition, they teach students how to conduct research, and they do research in their individual areas of expertise to expand knowledge and understanding of the evolution and diversity of organisms and how cells perform the necessary biological processes of life.
Capabilities - Biotechnology - INEEL faculty status with regional universities, as well as teach and mentor of metersbelow the earth s surface and determine the indigenous microbial activities. http://www.inel.gov/env-energyscience/biotechnology/capabilities.shtml
Extractions: More than 75 scientists and engineers work on fully integrated technical teams to efficiently address multi-component research needs. Disciplines represented on these teams include molecular biology, biochemical engineering, biochemistry, hydrology, geochemistry, chemical and mechanical engineering, chemistry, metallurgy, microbiology, environmental engineering, and soil science. The interdisciplinary and team structure allows highly effective technology development, spanning the entire innovation cycle from bench to scale-up and application. Several of our scientists and engineers serve on committees of national and international technical organizations, industrial and government working groups, and scientific technical review panels. In addition, many of the staff maintain adjunct faculty status with regional universities, as well as teach and mentor graduate and postdoctoral students. Undergraduate and graduate students are given the opportunity to conduct biotechnology research, thus gaining access to scientist and engineer mentors, state-of-the-art facilities, and valued hands-on research experience.
Preliminary Program Plants How to teach Students to See Plants by Using Taxonomy Suzanne Martin, MoberlyArea Community College 3. Microbial Ecology activities from Microbes Count http://biology.wsc.ma.edu/ACUBE03/prelimprogram03.html
Extractions: ACUBE 47 TH Annual Meeting October 9-11, 2003 Truman State University Kirksville, MO Biology for Contemporary Living Program click here for Abstracts Thursday, October 9 th 2:00 - 5:00 PM Pre-Conference Field Trip: Crinoid fossil quarry Meet in Violette Hall foyer 3:00 - 5:00 PM Steering Committee Meeting Conference Room Student Union 6:00 - 8:00 PM Registration and Reception heavy h'ors d'oerves Violette Hall 8:00 - 9:00 PM Opening Session Welcome to ACUBE ACUBE President: Margaret Waterman , Southeast Missouri State University Welcome to Truman State University: President: Truman State University, Dr. Barbara Dixon Science Division Chair: Scott Ellis Truman State University Program Chair: Lynn Gillie Elmira College Local Arrangements Chair: Nancy Sanders Truman State University OPENING ADDRESS (Public Welcome to Attend) Michael Kelrick , Division of Science, Truman State University When the Exotic Becomes Invasive: Familiar Questions wit' Stwange Anthers Violette Hall 9:15 - 10:15 PM Steering Committee Meeting Conference Room Student Union Friday, October 10
OPLIN OH! Teach / INFOhio Curriculum Areas Vocational teach / INFOhio Curriculum Areas Vocational Education/Careers Special for studentswho want to become microbiologists. about their dayto-day activities. http://www.oplin.lib.oh.us/index.cfm?ID=19-2190-859-2646
National Association Of Biology Teachers Our members teach more than one million students with the American Society for Microbiologyand others curricular and community outreach activities to accompany http://www.nabt.org/sup/news/newmediainfo.asp
Extractions: Publications Biology Today Professional Development NABT's 2004 National Convention will be held November 10-13 in Chicago, Illinois. The Hyatt Regency Chicago will be the convention headquarters. For information on exhibiting, presenting a session, or attending, call (703) 264-9696 or (800) 406-0775, or e-mail: convention@nabt.org In addition, throughout the year NABT offers professional development opportunities to its members. NABT seminars and workshops are designed to update and improve teachers' knowledge on content and introduce them to innovative teaching techniques. Further, NABT has directed numerous educational projects funded through outside grants. One such program, funded by the National Science Foundation (NSF) and conducted in partnership with the University of Georgia, was a three-year project to train middle school teachers in life science. Another NSF-funded program provided biotechnology equipment to secondary schools through a national loan program. A third involved the development and dissemination of guidelines for the safe conduct of DNA and bacterial manipulation experiments in high school biology classrooms. This project was funded by Pfizer, Inc., SmithKline Beecham, Sandoz Pharmaceuticals Corp. and Hybritech, Inc. NABT Grants Update Furthering Science With the release of the National Science Education Standards, NABT is posed to bring the best in biology education into the 21st century. We will develop three projects to help teachers at all levels incorporate the National Standards in their classrooms. NABT's Standards Task Force already had produced a draft Evaluation Instrument for Curriculum that measures how well teaching materials mesh with the standards. We will also develop Operation Biology, to bring together the best standards-based elementary teaching materials, and will develop a process-oriented authentic assessment for high school biology that emphasizes the elements of the National Standards.
Department Of Microbiology And Molecular Cell Sciences 6465. Advanced Medical microbiology Laboratory. (4). Developing inquirybased laboratoryactivities to teach basic concepts of cell and molecular biology in http://academics.memphis.edu/gradcatalog0305/catmmcs.html
Extractions: www.memphis.edu/mmcs I. The Department of Microbiology and Molecular Cell Sciences offers graduate programs leading to the Master of Science or Doctor of Philosophy degree with a major in Biology. Concentrations are offered in Microbiology and in Molecular Cell Sciences. The Department of Biology offers graduate programs leading to the Master of Science or Doctor of Philosophy degree with a major in Biology and concentrations in Botany, Invertebrate Zoology, and Vertebrate Zoology (see Department of Biology). II. MS Degree Program A. Program Admission The GRE General Test is required. Minimum GRE scores required for admission are 400 verbal and 450 quantitative. Two letters of recommendation. A minimum score of 550, or 210 on the computer-based, TOEFL (for students whose native language is not English). An undergraduate degree with a minimum GPA of 2.5 on a 4.0 scale. Undergraduate coursework in organic chemistry, physics, and calculus is strongly recommended. B. Program Requirements (Thesis)
Science Resources For Parents Microbes.info The microbiology Information Portal. NewtonÂ’s Apple - science activitiesfor all ages School Gardens - Gardens teach children not only about http://www.reachoutmichigan.org/parentlinks.html
Extractions: Science Projects - experiments for all ages Down-to-Earth Astronomy - educational projects associated with the Hubble Space Telescope, including lessons and image galleries address Earth Island Institute - EII is dedicated to projects that promote the conservation, preservation and restoration of the Earth. This site has info on over 30 projects from rainforest protection, whale and dolphin habitat protection, and sea turtle nesting beaches protection to organic agriculture developments. Great resources and references. Energy-Related Activities from Consumers Energy, including on-line games
Kansas Collaborative For Excellence In Teacher Preparation teachers, early career teachers, or teachers who have recently been assigned to teachcourses in the Handson laboratory activities tied to microbiology. http://www.kcetp.org/programs/micro.htm
Extractions: The workshop will provide teachers with an extensive knowledge of bacteria, immunology, and fundamental laboratory techniques. Combined with an understanding of bacterial growth, reproduction, cell structure/function, diversity, and immunology, these practical laboratory tools can be reapplied in the classroom to support student inquiry and a strong understanding of the scientific process. The workshop emphasizes the presentation of all science content using teaching techniques that reflect best practices. Consequently, a primary goal of the workshop is to provide participants with activities that can be modified for use in K-12 classrooms. A one-week practicum will allow teachers to implement a microbiology curriculum planned during the workshop with early adolescent students in an informal learning environment. The justification for the microbiology workshop is twofold. First, the study of bacteria allows for active experimentation in the classroom rather than the memorization of abstract concepts alone. Participants in this style of learning come to appreciate the complexities of the subject matter through active involvement in activities designed to illustrate fundamental concepts. Because microbiology is often perceived as directly relevant to everyday life, the study of bacteria can be very engaging for students. Secondly, and from a more theoretical perspective, the basic laboratory methods presented in the workshop can promote true student inquiry when implemented in the classroom. Teachers involved in the workshop can experiment with utilizing open-ended, minimally structured laboratory exercises that rely on student problem-solving and promote an active understanding of the scientific process.
Department Of Plant Pathology And Microbiology The best way to teach this is by the the ADH will coordinate reporting of committeeactivities to the FOR THE DEPARTMENT OF PLANT PATHOLOGY AND microbiology. http://plantpathology.tamu.edu/grad/handbook.html
Extractions: Adopted March 1991 The decision to pursue graduate studies is one of the more important ones you have ever made. You are mapping the course of your future. With your undergraduate degree, you could have entered the work-force as a scientist, but by continuing your education you are increasing your future professional opportunities. By choosing graduate studies you have decided that you want to be a leader in the arena of life science research, teaching, and extension. We are pleased that you have chosen our department to pursue your goals. We feel that plant pathology and environmental microbiology offer exciting opportunities that are likely to continue to increase in the future. Food supply and the quality of our food will remain issues of wide concern in the future, as they have been in the past. The potential for use of microorganisms to solve many of our environmental problems is just beginning to be realized. You have chosen a career that will offer you an exciting variety of opportunities. Again, we are pleased that you decided to join us.
Untitled Document the big picture about applications of microbiology as a Several of those activitiesinclude 1. Field Trip Visit local elementary schools and teach kids about http://www.kuub.ku.edu/announcements/old/september03.html
Extractions: Welcome to new biology undergraduatesif you have questions about Biology, stop by and see me in 2045 Haworth, send me an e-mail: jelder@ku.edu), or check the Undergraduate Biology website at: www.kuub.ku.edu. Also, if you haven't yet checked out BTRC (Biology Teaching Resource Center) in 1004 Haworth, you should stop by. This center has computers, resource materials, check-out materials for some courses, etc. It is open every day from 8:00 am - 5:00 pm, and from 7:00 - 10:00 pm Monday through ThursdayPatty will be glad to answer your questions about resources available in BTRC.
Intimate Strangers - Classroom Activities Students will develop and perform a creative and informative dramatization toteach younger students about microbes. Ties to Broadcast and Web Sites http://www.pbs.org/opb/intimatestrangers/classroom/active22.html
WWNFF Teacher Outreach touches on some of the many ways we can learn and teach about evolution. Microbiologyactivities that can be used in a variety of settings and ability levels http://www.woodrow.org/teachers/outreach/biology.html
Extractions: Levels of organization is a key concept in the study of biology. Some biologists take complex systems apart to understand their simpler components more fully. Others are interested in how simpler components interact to produce new properties at more complex levels of organization. The content of this workshop focuses on these levels of organization by examining animal behavior, the nervous system, neurotransmitters, hormones and genes and their regulators. Reproduction and Development: This hands-on workshop explores the topics of reproduction and development across kingdoms and integrates various technologies and teaching strategies with National Science Education Standards. Some of the laboratory activities include: colony transformation of E. coli with Bio-Rad pGLO plasmid and purification of green fluorescent protein; isolation of sporozoans in earthworms; embryological development of zebrafish; and clay modeling of developmental patterns. Participants will also explore bioethics, identify difficult concepts, and develop ways to make learning easier with the technologies present. Innovative teaching methods will make learning biology more fun and understandable for students.
Melissa B. Riley QUALIFICATIONS BS, MS, microbiology and Ph.D., 1990, Plant Physiology, Clemson TeachingActivitiesTeach PL PA 809 analytical techniques in agricultural and http://pppweb.clemson.edu/FACULTY/RILEY.HTM
Extractions: CHECKLIST FOR SUPERVISORS Supervisors, including lab heads, have a duty of care to the staff, students and visitors under their supervision. They also have a number of other obligations. Among these are: 1. Training new staff and students. All new staff and students must be trained. This includes general safety information. Use the departmental safety website as a template for your training course as you teach the new staff member or student. Basic instruction must be given on: what the emergency phone numbers are where medical help can be obtained, and where student health is what the fire alarm is and what to do when it sounds where fire extinguishers, fire blankets, spill kits (chemical and biological), medical assistance (in the department and student health) and web-based safety information can be found, and what to do if these need to be used. For the fire extinguishers, point out the different kinds and when they are to be used what the general laboratory rules are the departmental glove policy how to dispose of hazardous (toxic, cytotoxic, or infectious) wastes
