Background
Highlights of my academic career include:
- Faculty member for eight years
- Research on microbial pathogenesis, microbial biodiversity and biology education
- Over 50 refereed proceedings and journal publications
- Over $470,000 in competitive internal and external grant funding
- Trained over 25 undergraduate and graduate students in my research program
- Molecular Biology Suite Coordinator (leadership role in facility design and renovation, equipment acquisition/installation, and curriculum development)
- Active participant in professional societies including the American Society for Microbiology, International Organization of Mycoplasmology, and the International Society for the Scholarship of Teaching and Learning
- Honors: American Society for Microbiology Scholar-in-Residence, Georgia Southern University Award for Excellence in Contributions to Instruction, Ivan Roth Award for service to the Southeastern Branch of the American Society for Microbiology, American Association of University Women Fellow
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Professor Laura Regassa (right), leads work with DNA research in Georgia Southern University's Molecular Biology Teaching Facility.
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I was very fortunate to receive outstanding instruction and mentoring throughout my educational career. I completed my undergraduate education at Marquette University and the Universidad de Madrid. Marquette University provided an amazing undergraduate education with opportunities for research and study abroad; I graduated with a BA in Spanish and a firm foundation in biology and chemistry. I pursued graduate studies at the University of Wisconsin-Madison and was awarded a Ph.D. from the Department of Bacteriology in 1993. My time in the Department of Bacteriology brought me into contact with many world-class scientists including Drs. Betley, Chambliss, Donahue, Gourse and Roberts. After completing my Ph.D., I pursued post-doctoral training with Dr. Welch at the University of Wisconsin Medical School and then moved on to the University of Wisconsin Veterinary School where I worked with Dr. West. My formal training prepared me to run an independent research program, while my overall educational experience taught me the value of a good teacher/mentor.
I accepted my current position at Georgia Southern University in the Department of Biology because it afforded me a unique opportunity to maintain student contact and a high-quality research program. I routinely teach 2-3 classes each semester and mentor undergraduate and graduate (M.S.) students in my research lab. My students and I are currently investigating the bacterial pathogenesis of Actinobacillus pleuropneumoniae and the global biodiversity of Spiroplasma species. I also conduct research on project-based learning and student learning outcomes in molecular biology. My research programs involve many individuals beyond Georgia Southern University through active scientific collaborations (e.g. Auburn University, USDA), high school outreach programs, and summer workshops for in-service teachers.
Teaching Philosophy and Strategy
My teaching and learning philosophy arises from the concept of mutual respect between the instructor and the student. Both have a role to play in achieving a singular objective: student learning. As an instructor and faculty facilitator, I recognize the varying abilities and learning styles of my students and attempt to provide them with ample opportunities to succeed in my courses. In return, I expect students to take advantage of the learning environment and to engage in the process of learning. By the end of each semester I am amazed at how much my students have grown and I am always surprised by what I have learned. By learning as I teach, I know that I become a better teacher.
My recent scholarship of teaching and learning efforts have focused on molecular biology education. For the past 3 years I have headed up an NSF-funded study to evaluate the learning outcomes for a hands-on, inquiry-based curriculum that I designed and implemented at Georgia Southern University. The course is intended to help students bridge the gap from basic concepts to application of molecular biology. Students are often able to grasp individual molecular biology techniques, but fail to understand how they are then used to answer novel scientific questions. By immersing students in the scientific process as they learn, they are able to achieve higher order thinking outcomes during the course. Preliminary learning assessment for the course has been very positive, indicating that substantial learning occurred. The summative learning assessment and a laboratory manual will be completed Summer 2007, allowing for wider dissemination of the learning outcomes and curriculum.
An interesting outgrowth of the undergraduate molecular biology program has been the development of a high school outreach program. I conducted an NSF-funded workshop Summer 2006 for in-service high school teachers. The workshop provided teachers with content information and assistance in designing a curricular activity that involved basic molecular biology techniques. During the 2006-2007 academic year, I visited each high school classroom to assist with in-class implementation. The program impacted 9 teachers in 4 high schools, and involved over 350 students. Preliminary learning assessment data from both the teachers and students has been very encouraging, suggesting that this type of collaborative curriculum development could be a successful model for updating high school biology curriculums with molecular biology content.
Dr. Laura B. Regassa
LRegassa@GeorgiaSouthern.edu
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