Show notes
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Our guest today is Jodi Schottenfeld-Roames. We also have guests hosts — Serena Bunkin and Riley McManus. Serena and Riley are juniors at The Chapin School and are co-hosts of the Bio Break podcast.
Jodi is a lecturer in the Molecular Biology department at Princeton University. She teaches a research course for molecular biology majors in their junior year, she co-teaches a biology course for non-majors, and teaches in the Freshman Scholars Institute. Jodi’s research explores the genetic and cell biological requirements to form a branched tubular organ system, like our circulatory system for example.
Links to resources or topics mentioned in this episode:
Higher Educating — an article featuring Jodi’s teaching, written by Susan Keatley for the Princeton Alumni Weekly magazine
Learn.Genetics: Genetic Science Learning Center (University of Utah)
HHMI Biointeractive
iBiology
Highlights of the episode:
*Susan introduces Jodi, Serena, and Riley and today’s topic [1:31];
*Riley asks what led Jodi to pursue a career in science [2:55];
*Serena asks Jodi about integrating research and teaching [10:30];
*Jodi talks about the fall research course she teaches for junior molecular biology majors at Princeton [11:17];
*Learning to be a scientist — going from learning the basics in introductory courses to asking questions and designing experiments to push science forward [13:45];
*Susan asks about how Jodi eases this transition of learning to be a scientist for students [15:32];
*Jodi describes genotypes and phenotypes, and talks about the work her students do to better understand this relationship in the fruit fly tracheal system [18:10];
*Jodi shares some results from this work [24:45];
*The amazing and beautiful shapes of cells [25:43];
*Model systems — what are they? How are they helpful in biology? [28:20];
*Riley comments on model systems and Jodi adds more — model systems help us get basic research done so we can do applied work (e.g., develop medicines) in humans [32:56];
*Serena comments and talks about learning style and hands-on learning methods, then she asks how Jodi’s teaching has pushed her research forward and vice versa [36:13];
*Jodi shares how research affects her teaching — the nature of a research class helps Jodi get to know each student deeply and understand what each student needs to learn, and also talks about how teaching impacts research [37:33];
*Riley asks about teaching students who are not science majors [43:40];
*Jodi talks about the importance of teaching science to non-majors and gives examples of when this knowledge could be useful like serving on a jury or facing a difficult diagnosis [44:20];
*Susan asks Jodi about advice she would give to students interested in science - Jodi talks about free outreach events at nearby colleges [49:52];
*Jodi recommends a few online resources for anyone wanting to learn more about biology (these are listed as links above in the show notes) [52:41]
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