Faculty, administrators and staff of the Bryan College of Health Sciences are encouraged to submit their professional scholarship to the Scholarly Works Archives. This might include, but is not limited to, peer-reviewed journal articles; theses or dissertations; abstracts of books or book chapters; conference papers or presentations; technical reports; white papers; abstracts or presentations from College symposia; professional website content. Selected student works will be included upon the recommendation of a faculty member.
The Archives can host works in a wide variety of formats, including links to publisher pages, PDF versions of open access manuscripts, PowerPoint presentations, images and audio-visual materials.
Authors interested in having their scholarly works included in the Archives should contact the Director of Library Services by emailing email@example.com.
Non-exclusive license agreement:
Authors will be required to sign a Non-Exclusive Distribution license for each item submitted to the institutional repository. Full-text of the work will be uploaded into the repository if the author owns the copyright to the work, or has written permission from the publisher to add the work to an archive. If archiving permission is not granted, links will be made to the publisher content for the article.
(National Association of Biology Teachers, 2016) Anderson, Kelsi L.
Students in the natural sciences should be prepared as undergraduates to read and apply concepts from the scientific literature. I describe a strategy that enforced the necessity to deliver high volumes of content while incorporating an active-learning technique. Students were assigned to read and discuss articles from the scientific literature that complemented content being delivered via traditional lecture. Students were encouraged to participate by coming to class prepared with written questions, and discussion was directed by instructor-prepared prompts. Students were assessed via low-stakes assignments based primarily on participation. This teaching method has proved effective, as verbally reported by past students who are currently enrolled in graduate programs. These students report feeling more prepared than their peers to discuss and learn from the scientific literature.