Investigate the pathway from basic science research to tissue engineering and biotech, with hands-on workshops, experiments and tours of cutting edge facilities. The frontier of science and technology has rarely been as exciting as it is today. Students will have the opportunity to work with esteemed faculty in the chemistry department, research mentors, and industry professionals who have taken cutting-edge research and seen it materialize in the real-world. Students will have the opportunity to see the Biosciences and Engineering field evolve through the basic sciences to innovative research to industry products and procedures. Students will have closer collaboration and deeper engagement in the world of BioSciences and Engineering allowing them to see their futures – right now.
Dates: July 9th -14th, 2017 and July 23rd-28th, 2017
Eligibility: Rising sophomores, juniors and seniors in high school and rising freshmen in college
Program Length: 1 week sessions
Program Tuition: $2,250
Location: Winston-Salem, NC – Wake Forest University Campus
Residential or Non Residential: Residential
*Courses carry no secondary school or college credit. Upon completion of the program, an official Wake Forest University certificate of achievement will be awarded to all Biosciences and Engineering Institute participants.
Reynolda Campus (Residential Program) | $2,250
Academic Leader, Biosciences and Engineering Institute
Dr. Megan Rudock earned her B.S. in Chemistry from the University of Georgia, with research focused in biochemistry and molecular biology. Megan then earned her Ph.D. in Molecular Genetics and Genomics at the Wake Forest University School of Medicine, where her doctoral research focused on population genetics and the biochemical and molecular pathways leading to subclinical atherosclerosis and insulin resistance.
As a member of the teaching faculty in the Chemistry Department, Dr. Rudock is interested in comparing the effectiveness of discovery-based teaching methods, such as Process-Oriented Guided Inquiry Learning (POGIL) and Flipped Classroom models, with more traditional teaching methods in general chemistry courses. Current research indicates that teaching-by-telling does not work for many students. In many cases, students enjoy learning more and develop a greater ownership of material when they are given the opportunity to construct their own understanding.