Learning - NYAS

A career in science – whether as a faculty member, researcher, or medical professional – means that someday you will have to present complex information, data, or findings to someone who knows little or nothing about your field.

Scientists Teaching Science (STS) is a nine-week online short course about how to be a more effective teacher and communicate your science for a presentation, training, mentoring, or classroom teaching activity – online or otherwise. The course is specifically designed to assist individuals pursuing a career in teaching science subjects at the university level with first or second-year students. However, the skills covered in this course apply to all career paths in the sciences. STS blends asynchronous learning with opportunities for live lectures and discussions to help you learn new approaches to teaching and assessing learning for your future students.

The STS course is also an opportunity to create and get personalized feedback on documents required for applying to university faculty positions. For example, documents like a Teaching Philosophy Statement are necessary for any application packet, but students rarely get to practice writing one in medical or graduate school.

This course is designed to fit your schedule by being offered in asynchronous modules, each with a specific due date. The instructor will also work with the participants to schedule optional, live online sessions. Participants who successfully complete the course will receive a Certificate of Completion from The New York Academy of Sciences.

Whether you are curious about teaching, looking to hone your instructional skills, or simply know you would like assistance with job application documents, consider registering for Scientists Teaching Science.

Course Objectives

Identify at least three active learning strategies.
Know the four major learning styles and three types of learning environments.
Evaluate personal biases and cultural differences and how these affect student outcomes.
Interpret interpersonal relationships in light of cultural and gender differences.
Compare inquiry-based activities to directed instructional activities.
Create course objectives based on Bloom’s Taxonomy.
Assess the level of Bloom’s Taxonomy of course objectives.
Develop valid multiple choice and essay questions based on objectives.
Recognize several steps in effective curriculum design.
Compose a Teaching Philosophy Statement.
Recommend one or more ways to notify potential students about consequences of cheating or plagiarism.
Construct a detailed course syllabus.
Evaluate the advantages and disadvantages of teaching and learning in an online environment.

Agenda

Week One

Teaching and Active Learning: discussion of teaching & learning myths; assigned readings on current research findings about teaching and learning.

Assignment: Short Essay on Teaching – Instructor provides feedback

Week Two

Holistic Education and Student-Centered Teaching: discussion on rigor and improving academic outcomes in higher education; assigned readings on improving student outcomes.

Assignment: First draft of Teaching Philosophy Statement – Instructor provides feedback

Week Three

Diversity, Equity, Inclusion, and Accessibility: the importance of actively developing inclusive practices in STEM.

Assignment: Draft of Diversity Statement OR Short Assignment Addressing Diversity in the Classroom – Instructor provides feedback

Week Four

Using Data to Drive Instruction: how to create cycles of formative data review that informs instructors of their practice AND how students are doing.

Assignment: NONE.

Week Five

Teaching Online: teaching and learning online; challenges and advantages; engaging students; resources and examples.

Assignment: Sample Online Learning Activity – Instructor provides feedback

Week Six

Writing Course Objectives: Bloom’s Taxonomy and student learning objectives; assigned readings about writing learning objectives.

Assignment: 10 Unique Learning Objectives – Instructor provides feedback

Week Seven

Creating Valid Assessments & Alternative Assessments: using rubrics and test blueprints; practical multiple choice and essay questions; designing and evaluating students without using tests for small and large classes; assigned readings on how to write aligned assessment items.

Assignment: Five Test Questions Based on Learning Objectives – Instructor provides feedback

Week Eight

Designing Your Courses: instruction on the steps involved in designing an entire course, a training session, or a single lesson.

Assignment: Final Draft of Teaching Philosophy Statement

Week Nine

Writing a Syllabus & Reflections on Teaching: the purpose of a syllabus; legal requirements of teaching; student/academic honor codes; student study habits; assigned reading on plagiarism and the definition of a syllabus.

Assignment: Sample Syllabus – Instructor provides feedback

Instructor

Dr. Nik Barkauskas completed his B.A. and M.A. in Philosophy at Temple University in Philadelphia and earned his Ph.D. in Education Theory and Policy at Penn State in 2017. He has spent 15 years teaching at various higher education institutions, both in-person and online. His main area of professional research is in public education policy reform, specifically focusing on the influence of private philanthropies on public policy. He has taught the Scientists Teaching Science course for the last six years and firmly believes that good teaching is good teaching, no matter which field we are working in. Dr. Barkauskas works for the Pennsylvania Department of Education in support of schools working on improvement efforts across the state.

Pricing

Member (Student): $300

Member (Non-student): $375

Nonmember (Student): $375

Nonmember (Non-student): $425

How to Make Your Junior Academy Application Shine

Each year we seek out passionate STEM-interested students from around the world to join our signature high school research program. Here are four smart tips that will give your application an edge.

Published April 19, 2024

By Kaitlin Green

Through the Junior Academy of The New York Academy of Sciences, high school students ages 13-17 develop research, innovation, and collaboration skills. They leverage these skills to compete in Innovation Challenges sponsored by industry-leading companies, where they work under the guidance of a STEM professional. In order to participate, students must have access to a computer, phone or tablet, an internet connection, and a global mindset, as Junior Academy teams are composed of a cohort of students from different countries all over the world.

It’s a very unqiue STEM learning experience, and every year, we seek out passionate high school students interested in STEM to join. If you’re a student who wants to apply, keep these tips in mind for how to make your application shine.

Tip #1: Be thoughtful about your answers to the essay questions.

The Junior Academy is looking for what makes you unique. Is there something that makes you stand out in school or extracurricular activities?

When writing your responses, be clear and concise. You only have 500 words to complete each question; but if you can get your point across in fewer words, don’t feel like you have to use all the space. Proofread your answers carefully. Ask a friend or family member to read your answers before you submit the application—they may spot an error you missed.

Tip #2: Talk about the personal challenges you’ve overcome.

When you’re part of the Junior Academy, you’ll be using creative problem-solving skills. That means overcoming obstacles in your path. We’ve all faced obstacles in our lives, so tell us about a tricky situation you faced and how you handled it. For example, did you ever have a report, a test, and a project all due in the same week? If so, how did you complete them all to the best of your ability? Or, have you ever made the team after previously having been rejected? How did you regroup and succeed the second time around? Stories of perseverance and resilience are what we want to hear.

Tip #3: Show us you’re a team player.

When you work on an innovation challenge, you will collaborate on a team of two to six people. Share a time that you’ve worked with a team towards a common goal. Did you have a particular skill that you brought to the table? Let us know what it is.

Tip #4: Explain how you’ll be able to meet the time commitment.

You’ll need work with your team three to four hours a week on your challenge solution. How will you balance this with your academics, other extracurricular activities, and personal life?

Learn more about the Junior Academy.

Code of Conduct

Last Updated: December 2021

This Code of Conduct (this “Code”) applies to your participation in our Launchpad programs.

Digital citizenship is a critical component of the Programs. Our Services are continuously monitored to promote internet safety and security.

By participating in a Program as a mentor or student, you agree to the following code of conduct:

Core Values. Mentors and students will aspire to the Launchpad’score values of hard-work, integrity, respect and responsibility.
Copyright. Mentors and students will not take credit for other people’s creative work.
Cyberbullying. Online cruelty or harassment will not be tolerated. Cyberbullying and cyberharassment will result in the termination of the offender’s participation in the Programs and may be a violation of law.
Confidentiality. Mentors and students will not share details about their communications with third parties without the other’s prior express consent and, if the student is a minor, without the prior express consent of the student’s parent or legal guardian.
Communication. Mentors and students will not use offensive language or transmit offensive images to other students or mentors.
Mentor-student Meetings. In-person mentor/student meetings are prohibited, unless they occur at Academy/GSA sponsored group events.
Mentor-Student Personal Relationships. Mentors and students are strictly prohibited from establishing and engaging any form of personal relationships other than a relationship that is appropriate and strictly within the mentor-student context, either at or outside Academy/GSA sponsored group events.

Reporting Your Concerns

We strongly encourage mentors and students to report violations of this Code via the concern form. Download documents below:

Guidelines for Online Communication

Think twice before posting. Posts on social media can take on a life of their own. Consider what could happen if a post becomes widely known and how that may reflect on you. Search engines can identify posts years after they are created, and comments can be forwarded or copied. If you wouldn’t say it at an event or to a member of the media, consider whether you should post it online. Even in closed groups, other Program participants may use or reuse your information or posts in ways you can’t anticipate, so please keep this in mind before posting.
Be respectful. Understand that content contributed to social media sites may encourage comments or discussion of opposing ideas. Responses should be considered carefully before posting.
Strive for accuracy. Always try to get the facts straight before posting on social media.
Identify your views as your own. While you may be affiliated with a Launchpad Program, such as the Junior Academy, or other organizations in some way, you should refrain from speaking on social media on behalf of any person or organization except yourself or making statements that could be perceived as speaking on behalf of others.
Protect your identity. We strongly recommend that you avoid publishing the kind of personal information, such as your home address, telephone numbers, email address, or credit card or social security numbers, that could be used by identity thieves or to harass or defraud you. You may not post any personal information on the Launchpad website about anyone who is under 13 years old, and if you are under 13 years old you may not use the LaunchPad website.

This Code of Conduct is a part of, and incorporated by reference in, our Terms of Use. Capitalized terms used but not defined in this Code have the meanings assigned to them in our Terms of Use.

A New Partnership Aims to Strengthen US-China STEM Collaborations

Two men shake hands after signing an agreement for future collaboration.

The New York Academy of Sciences and the Shanghai Association for Science and Technology are teaming up to advance science and innovation on a global scale.

Published March 12, 2024

By Nick Fetty

Science diplomacy took a significant step forward recently, when Nicholas B. Dirks, President and CEO, The New York Academy of Sciences met with representatives from the Shanghai Association for Science and Technology (SAST) in Shanghai, to discuss hosting international science and technology forums. The resulting agreement codified a partnership dedicated to advancing long-term collaborations between the two institutions, as well as collaboration on youth scientific and technological education and innovations.

“Global issues require global solutions,” said Dirks. “This new partnership will be an excellent way for us to strengthen the relationship with our partners in Shanghai and other parts of China where promising STEM education, research and innovation is taking place. Given the current geopolitical climate, it is critical for us to develop these kinds of international collaborations to advance solutions for the public good globally.”

This sentiment was echoed by Professor Zhang Jie, President of the SAST. “A small step today is a giant leap for the future to promote scientific and technological cooperation between China and the United States, and even globally,” said Zhang. “Through the collaboration, we hope that more American scientists and even global scientists will understand Shanghai and China better, come to Shanghai and China, and carry out borderless scientific and technological cooperation.”

Enhancing the Junior Academy

A follow-up visit by Meghan Groome, PhD, Senior Vice President of Education at the Academy, advanced the conversation on potential in-person and virtual collaborations for students studying STEM (science, technology, engineering and mathematics). The Academy’s award-winning Junior Academy provides a scalable and impactful way for students to participate in virtual exchange programs. The Academy plans to expand its partnership with students of Shanghai through increased outreach to schools in the region.

Nicholas B. Dirks, President and CEO of The New York Academy of Sciences, and Jie Zhang, President of the Shanghai Association for Science and Technology.

While in Shanghai, Dr. Groome also addressed the Deeper Learning China conference, an event dedicated to building a community of educators in China focused on Project Based Learning. in collaboration with Deeper Learning Global. Dr. Groome encouraged educators to take a light-hearted approach to implementing AI in the classroom, while building their knowledge base about the strengths and weaknesses of different AI products. She also discussed future plans with the Deeper Learning China leadership, to explore ways to expand The Junior Academy, a “game changing” student collaboration and research network, to more schools in China.

The Role of Artificial Intelligence

Groome also participated in the first “China-United States Seminar focused on the Vision and Future Feasibility of Artificial Intelligence in Arts Education”. At the Nine Trees Performing Arts Complex in Shanghai, she spoke about the importance of understanding the impact AI will have on our societies as a whole, including the arts.

“Although my focus is STEM, I’m increasingly relying on my background in the arts to help explore and explain these large, technological shifts in our lives. We can no longer teach in siloes but must expand how the integration, or convergence of subjects can lead to a better understanding of our changing world,” she told the audience. “I believe that AI can expand access to the highest quality arts [and STEM] education through AI-driven software and instruments. Like with sports, AI can enhance our practice time, providing us with expert feedback anytime, anywhere. Finally, it can dramatically enhance our creativity and allow us to collaborate like never before.”

The Adventures of the Nutritional Kingdom Project

Bowls containing fruits, nuts, and other super foods.

Winners of the Junior Academy Innovation Challenge Spring 2023: “Healthy Snacks”

Published February 27, 2024

By Nicole Pope

Team members: Natalie O. (Team Lead) (United States), Lara K. (Jordan), Connie H. (United States), Mariem M. (Egypt), Ibrahim S. (United States), Amena S. (Jordan)

Mentor: Leticia Mendoza-Martínez (Mexico)

Childhood obesity has become a major public health issue around the world. In the United States alone, 1 in 5 children is overweight or obese– a particularly prevalent issue in the Hispanic community, where lack of access to affordable, healthy food along with other socioeconomic factors create major disadvantages.

For the Junior Academy’s 2023 Spring Innovation Challenge on “Healthy Snacks”, six students formed an international team to develop “The Adventures of the Nutritional Kingdom”– a campaign to encourage healthy eating aimed specifically at Hispanic children in the southern U.S. Collaborating across continents and time zones, the students met online to create the winning project. “Cooperation enhances the goal because when a group from different countries of the world gathers to work on one goal, this undoubtedly confirms its importance,” Meriem says.

According to the CDC, 26.2% of Hispanic youth are obese. Childhood obesity can have broad consequences, from long-term health implications like Type 2 diabetes, high blood pressure, and heart disease, to psychological impacts like anxiety, depression, and low self-esteem, (often related to bullying). Before devising their solution, the team conducted a survey of Hispanic families in both Spanish and English to help them identify a novel approach.

Natalie assumed the role of Team Lead. “I was in charge of overseeing everyone’s collaboration efforts, notifying team members of their weekly tasks, and was the head website developer for the team. It was a surreal experience being a leader of such intelligent and motivated students. Our ideas were productive, and our final results are absolutely spectacular,” she says. “I learned valuable leadership and time management skills that will help me in future years to come.”

To reach the target audience, the team created an interactive, kid-friendly website with a vibrant jungle theme and gender-neutral animal characters, as well as a series of articles providing useful information on healthy nutrition and eating disorders. They also explored recipes, recreating a popular snack using alternative, healthier ingredients, and created an app with 13 different games that incorporated important nutritional information.

Meriem worked for hours on developing the games, using vivid colors attractive to young users. “I contributed by writing four articles on healthy eating habits and summarizing the problem and background of our solution,” explains Connie. “I also researched (former First Lady) Michelle Obama’s ‘Let’s Move’ campaign, alternatives to unhealthy snacks and previous initiatives introducing healthy snacks.”

Ibrahim conducted research and contributed extensive data on physical exercise and hydration. “I read articles and answered questions such as how people got their nutrients during the Great Depression, foods that can be cooked at low temperatures as well as foods that keep hydration in your body and more,” he says. Among her many contributions, Amena focused on how to reach the target audience for the app. “I provided my knowledge and skills in business and marketing the product to help us reach children, whether they were high or low-income children, as well as designing the product’s packaging,” she explains.

The team is excited to see their carefully considered, multi-faceted project create social impact, hoping to find ways to even further reduce mental stress and health problems among Hispanic children. In particular, they want to make their website available in Spanish as well as English to expand its reach. “This experience has fostered a deeper understanding of the power of teamwork and its capacity for optimizing collaborative efforts between human agents,” says Lara. “Future pursuits will undoubtedly involve enhanced focus on cooperation among individuals to promote more effective outcomes.”

The Junior Academy was supported by the Stevens Initiative, which is sponsored by the U.S. Department of State, with funding provided by the U.S. Government, and is administered by the Aspen Institute.

Leadership in STEM Series: Advocacy in STEM

April 25, 2024 | 1:00 PM – 2:30 PM ET

Advance your career as an effective, inclusive leader in STEM through this four-part series brought to you by The New York Academy of Sciences with special guest speakers from Pfizer senior leadership.

Advocacy in STEM can often seem overwhelming or challenging early in your career. Participants in this session will learn specific skills associated with advocacy, with the goal of reducing the feeling of risk and empowering individuals to be an advocate for change throughout their careers.

Speakers

Graham Ferrier, PhD

Global Medical Director, Precision Medicine, Pfizer, Inc.

Magdia De Jesus, PhD

Director, Worldwide Medical Safety, Scientific Strategy and Portfolio Lead, Pfizer, Inc.

Marge Musumeci, MA

Manager, Talent Acquisition, Candidate Experience, Pfizer, Inc.

Sponsor

Thank you to Pfizer for its generous in-kind support of this series.

About the Series

Effective leadership is a key skill for all STEM professionals, but it is often difficult to define and practice. This series of bite-sized learning webinars are designed to build key skills as a change maker. Participants will have the opportunity to attend the webinars live or on demand. Learn more about the Leadership in STEM Series.

Leadership in STEM Series: Skills for Effective and Inclusive Leadership

April 18, 2024 | 1:00 PM – 2:30 PM ET

Advance your career as an effective, inclusive leader in STEM through this four-part series brought to you by The New York Academy of Sciences with special guest speakers from Pfizer senior leadership.

We’ve all likely experienced ineffective leadership. To be an effective and inclusive leader, you must first determine your leadership style and then build the skills necessary to put that style into practice. Leveraging those skills will ultimately help create an environment where individuals from diverse backgrounds, including those traditionally marginalized in science, feel respected, valued, empowered, and safe in the workplace.

Speakers

Xuemei Cai, MD

Head of Clinical Research, Digital Sciences and Translational Imaging, Pfizer, Inc.

Magdia De Jesus, PhD

Director, Worldwide Medical Safety, Scientific Strategy and Portfolio Lead, Pfizer, Inc.

Scott Kelly, PhD

Senior Director, Global Medical Epidemiology, Worldwide Medical Safety

Vaccine and Hospital Epidemiology Strategic Lead, Pfizer, Inc.

Sponsor

Thank you to Pfizer for its generous in-kind support of this series.

About the Series

Leadership in STEM Series: Being Conflict Competent

March 14, 2024 | 1:00 PM – 2:30 PM ET

Advance your career as an effective, inclusive leader in STEM through this four-part series brought to you by The New York Academy of Sciences with special guest speakers from Pfizer senior leadership.

Conflict is inevitable in our professional lives. Learn how to become more comfortable and competent as you learn to lead through navigating conflict. In this session, participants will learn the basics of how to effectively manage and resolve conflicts in a constructive and productive manner.

Speakers

Xuemei Cai, MD

Head of Clinical Research, Digital Sciences and Translational Imaging, Pfizer, Inc.

Graham Ferrier, PhD

Global Medical Director, Precision Medicine, Pfizer, Inc.

Sponsor

Thank you to Pfizer for its generous in-kind support of this series.

About the Series

Combating COVID-19

Overview

From March 25th to May 6th, 2020, over 2000 young innovators from 74 different countries came together to join the fight against COVID-19. In response to the coronavirus outbreak and global shutdown, the New York Academy of Sciences invited creative problem-solvers from around the world to participate in the challenge for a chance to receive a $500 travel scholarship to attend the Global STEM Alliance Summit. The winning solution, GOvid-19, is a virtual assistant and chatbot that provides users with accurate pandemic-related information. Learn more about the winning solution and the solvers who designed them.

The World Health Organization (WHO) declared the outbreak of the coronavirus disease 2019 (COVID-19) a pandemic in March 2020. As scientists and public health experts rush to find solutions to contain the spread, existing and emerging technologies are proving to be valuable. In fact, governments and health care facilities have increasingly turned to technology to help manage the outbreak. The rapid spread of COVID-19 has sparked alarm worldwide. Many countries are grappling with the rise in confirmed cases. It is urgent and crucial for us to discover ways to use technology to contain the outbreak and manage future public health emergencies.

Challenge

Consider the obstacles faced by governments, healthcare providers and/or patients and design a technology-based solution that can be deployed in response to combat COVID-19. The solution can be an improvement of an already existing technology or a new application. Solutions should consider the following:

Modes and rates of disease transmission
Known preventative and protective measures against COVID-19
Lack of vaccine, medication, and treatment for COVID-19
The public health system, local healthcare infrastructure, access to technology and other relevant contexts

Winners

The winning solution, GOvid-19, is a virtual assistant and chatbot that provides users with accurate pandemic-related information about government responses, emergency resources, statistics on COVID-19 while utilizing grassroots feedback, streamlining medical supply chains with blockchain and AI techniques address potential accessibility issues among the most vulnerable groups.

Overview

From May 8th to June 19th, 2020, over 250 innovators from 21 different countries worked together to develop syndromic surveillance systems that help us better understand the current pandemic and prevent future outbreaks. The New York Academy of Sciences invited solvers from around the world to participate in the challenge for a chance to win a $5,000 USD grand prize. The winning solution, SYNSYS: Tracking COVID-19 created by Esha Datanwala, is a syndromic surveillance system that uses online data to predict outbreaks. Learn more about the winning solution and the solver who designed it.

In the last two decades three new Corinaviruses have jumped from animals to humans – called the spillover effect– causing serious illness and fatalities. Scientists and researchers in various sectors are racing to develop treatments and a vaccine while also investigating fundamental questions about the virus such as the seasonality, full range of symptoms, true fatality rate, viral latency, dose response curve of the viral load, long-term immunity, mutation rate etc.

The lack of Syndromic Surveillance for Coronavirus has grossly exposed the global and local preparedness for pandemics making us vulnerable as well as putting extreme stress on our government, healthcare facilities, medical supply demands and economies.

Challenge

Using available data from the COVID-19 pandemic and/or past outbreaks of SARS and MERS (see below for some suggestions), design an innovative syndromic surveillance system that addresses the need for improved surveillance networks to better understand the threat of future waves of COVID-19 and/or future Coronavirus outbreaks.

Winners

SYNSYS is a syndromic surveillance system designed for the public & private healthcare sectors. This system uses public domain mined data from Google Trends, various social media sites, census data, and satellite data to predict outbreaks, both before they happen and while they’re happening.

Team Member: Esha Datanwala

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