Research Assistant in Molecular Genetics Bioinformatics assistance to Dr. Christensen’s research in mobile DNA elements, specifically non-LTR retrotransposons. Everest College; 2/2010-9/ 2011 Clinical lab instructor Duties: Lab maintenance in accordance with CLIA and OSHA requirement, student instruction in basic laboratory techniques, physical assessment, and development of critical thinking skills in health care; faculty development; develop innovative and interactive techniques to enhance student education.
Evidence of Appropriate Teaching Methodology Currently accepted components of effective instruction and assessment include: • Clear description of learning goals • Opportunities for students and instructors to determine progress toward and achievement of the goals through answering questions during lecture • Strategies, skills, and experiences that help students achieve the goals • Ensuring that assessments and activities align with the learning goals. An example would include group exams where students collaborate to formulate a solution Other successful, proven teaching methods include Group Problem-Solving within a formal lecture, Problem-based learning, Case-studies, Interactive computer-based learning, and Scientific Inquiry based laboratory activities. These are all techniques I am familiar with and have used effectively in teaching a class. An inquiry-based lab demands that students to address a them problem with an hypothesis, design a method to solve a problem, incorporate appropriate lab methodology, and explain the data/results similar to the way a scientist approaches any research question. The goal of an inquiry-based lab is for students to interactively learn biology. All adult learners have this requirement. • Learn essential concepts, skills, and behaviors that reflect that nature of science. • Think analytically and critically about experimental design in order to anticipate problems and direct the course of action to prevent them. • Take ownership of their own education in a way that is engaging and meaningful to them. Include realistic examples • Learn the value of peer collaboration to effectively represent the research data and solution. • Promote the use of evidence-based literature evidence as the basis for explanation of their experimental findings Instructors should be aware of the multiple programs available to meet these challenges. For example, BioQuest (http://bioquest.org/) maintains a collaborative development of freely accessible materials and workshops to promote scientific inquiry in molecular biology using the approach of problem-posing (consider potential pitfalls in research design and influence on bias), problem-solving (avoiding “cook-book “solutions to scientific problems) and peer persuasion though peer evaluation of research results. DNAInteractive (http://www.dnai.org/), from the Cold Spring Harbor Laboratory, is another site I have used to effectively teach principles of molecular biology. The site contains lesson plans, multimedia resources, a personalized instructor website, and national education standards available as undergraduate teaching resources and interactive computer learning for students. Another site that I have used extensively is Cool Science (http://www.hhmi.org/coolscience) that has an incredible array or resources for educators and students alike such as a biointeractive virtual lab, virtual lab software for problem-based learning and scientific inquiry based laboratory activities. The Center for Scientific Teaching at Yale University not only has student learning activities but also has faculty training in many areas of science education. These and many other resources are available and provide many tools to accomplish the instructor’s goal. To summarize, I feel it is imperative that an instructor critically evaluate his/her teaching methods as to cause and effect, and be willing to make the appropriate modifications for the benefit of the student.
Alpha Omega Alpha Honor Medical Society, Outstanding Senior Student in Surgery, Hewlett-Packard Award, Merck Award, CIBA Award for Community Service Graduate with Special Distinction
Fellowship Spine Surgery Santa Rosa Northwest Hospital San Antonio, Texas Residency Orthopedic Surgery OU Health Sciences Center Oklahoma City, Oklahoma Internship General Surgery OU Health Sciences Center Oklahoma City, OK Medical School OU Health Sciences Center College of Medicine Oklahoma City/Tulsa, Oklahoma Undergraduate Microbiology (BS) University of Oklahoma Norman, Oklahoma
Publications 1. Ab Initio Evidence of a Potential miRNA in the Nucleoprotein 5’ UTR of the Zaire ebolavirus as a Virulence Factor: The Pandora Element. R Anthony Ricketson, MD; Abstracts of the 7th ICBS; accepted January 2012 (final full paper in progress) 2. Structural Modeling of the Pleckstrin Homology Domain in Lamellipodin; Debasis Manna, Ph.D., Robert Ricketson, MD; Protein Data Bank, 2008 3. The prolapsed intervertebral disc. The high-intensity zone with discography correlation; R Ricketson, J W Simmons, B O Hauser; Spine. 01/1997; 21(23):2758-62. 4. Painful lumbosacral sensory distribution patterns: embryogenesis to adulthood; J W Simmons, R Ricketson, J N McMillin; Orthopaedic Review. 11/1993; 22(10):1110-8. 5. Single Level Anterior Cervical Discectomy With and Without Plating: A Prospective Randomized Study; R Ricketson; Journal of Spinal Cord Injury Abstracts, April, 1994 6. Arthroscopic Treatment of Iliotibial Band Syndrome; David L. Holden, Robert Ricketson; Arthroscopy: The Journal of Arthroscopic and Related Surgery; Volume 8, Issue 3 , Page 403, September 1992