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 Wake Forest science departments, research mentors, and industry professionals who have taken cutting-edge research and seen it materialize in the real-world. Investigate the pathway from basic science research to tissue engineering, with hands-on workshops, experiments and tours of cutting edge facilities. Students explore how the Biosciences and Engineering fields have evolved through physical sciences to innovative research, industry products, and procedures. Close collaboration and deeper engagement in the world of Biosciences and Engineering will allow students to see their futures – right now.
Dates: Summer 2020 dates coming soon!
Eligibility: Rising sophomores, juniors and seniors in high school and incoming college freshmen
Program Length: 1-week sessions
Program Tuition: $2,600
Location: Winston-Salem, NC – Wake Forest University Reynolda 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.
*Hands-on experiences are subject to change.
Reynolda Campus (Residential Program) | $2,600
*This “A Day in the Life” sample schedule is based upon the 2018 curriculum and is subject to change.
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.