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BIOS 202: Understanding Kinetics for Biologists and Biology

Students in the biological and chemical sciences are typically exposed to the kinetic and thermodynamic formalisms that describe rate and equilibrium processes, but rarely develop an intuition that allows them to use the material creatively in their own research. This Mini-course is designed to help each student begin to develop this intuition and an ability to evaluate the literature and their own data in terms of kinetic and thermodynamic models. This will be achieved through a combination of interactive lectures, in-class problem-solving, and a tutorial problem set that can be completed individually or in groups.
Terms: Sum | Units: 3
Instructors: ; Herschlag, D. (PI)

BIOS 216: The Practice of Reproducible Research

This course will cover the basic principles and practices underlying rigorous and reproducible biomedical research, both in the clinic and the lab. Approximately 40% of the course will cover the basic scientific and statistical principles, with an emphasis on elements of design and analysis that pose threats to reproducibility; e.g. multiplicity, selective reporting, design effects, non-random assignment, pseudo-replication and handling of outliers. The remainder of the course will focus on computational approaches to ensure that all data, code, and analyses can be captured in a reproducible workflow, to be confirmed and replicated by you in the future, by other members of your team, and by reviewers and other researchers. We will cover how to satisfy FAIR principles, version control, how to create a git repository, utilize Github and how to create a reproducible dataset. Prerequisites: Basic knowledge of R. Recommended (not required): EPI 202 or 261/262, STATS 60, or MS&E 125
Terms: Sum | Units: 2

BIOS 281: Career Explorations Opportunities: Transitioning to your Career Choice

The Career Exploration Opportunities (CEO) program highlights the skills necessary to make significant contributions to scientific research, business, policy, communication, and more. This course offers tools and exercises to help late-stage trainees clarify academic and professional priorities. Trainees will be empowered to take charge of their chosen career of choice options through hands-on experiences, which fit their skills, interests, and values.Throughout this course, trainees will receive ongoing support from mentors and employers in their desired field as they develop a job search plan, create tailored resumes/cvs, and cover letters, become more confident in their networking, interviewing, and negotiation skills, and choose the experiential learning options necessary to transition to the next phase of their professional development.
Terms: Win, Sum | Units: 1

BIOS 292: Preparation & Practice: Science Communication & Media

Through tailored lecture, case study, and a practical final project, academic and professional leaders will help you gain insight into the science communications and media industry. This course assists students in developing the communication skills necessary for post-training and internship success in a science communications/media field and it provides an understanding of the scope of career opportunities within the science communications sector, focusing on the development, organization, and management issues specific to it. Through connections with alumni, faculty, and other practitioners from a variety of fields and organizations, as well as hands-on experience with the techniques and methodologies most useful on the job market, students will define their own professional goals, increase their awareness of industry terminology and theories, and hone expertise in the areas of: publishing, editing, workflow, ethics, trends, principles of effective scholarly/news writing, interviewing techniques, and media/website management.
Terms: Sum | Units: 1

BIOS 293: Preparation & Practice: Science Policy

Through tailored lecture, case study, and a practical final project, academic and professional leaders will help you gain insight into the science policy industry and the skills necessary to succeed within the various positions and levels available within it. This course aims to demystify the U.S. science policy process and teach both how policy affects scientific funding and administration, and how science is used to create and influence the creation of law and policy in the U.S. This course will be taught in two parts. The first part outlines the basic structure of the US government, and fundamental issues in US political system, and refreshes students who haven't encountered basic civics since high school, this introductory material will cover the structure of the US government, the governance of key agencies, broad concepts of federalism and shared federal and power, the political party system, and a brief and general modern history of the role of science in policy making. The second part will review four key concepts: 1) who's who and how they work. 2) The policy making process and the role of science in creating policy. 3) Government funding science. 4) Issues, theories and trends in science and policy. This final section will review a variety of cross-cutting issues in science policy development, including innovation theory, the role of uncertainty, and a discussion of the government's role as a developer and repository of science data, and other current topics in the relationship between science and government.
Terms: Spr, Sum | Units: 1

BIOS 300: Advance 1

This is a journal club course where each student is required to present on an original scientific publication. Th student is mentored by a postdoctoral fellow in that area of research on the ¿¿cience. The student is also coached on how to make slides, how to present in a rigorous and scientific manner. Students are also required to ask and answer questions about each paper so that class participation is also a major component of the training. A goal of the course is to expose students to a broad range of scientific topics and technologies and to develop in them the ability to rigorously evaluate them. A second goal is to have students learn presentation skills ranging from figure making to story telling to answering difficult questions. A third goal is to train students in asking rigorous questions in a professional manner.
Terms: Sum | Units: 1
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