Education Research & Pro-Science Advocacy
Aimee Pugh Bernard is an educator, science communicator, and pro-science advocate with 15+ years of real-world experience teaching students in university classrooms, communicating with the general public in libraries and online platforms, and sharing her expertise through testifying in support of common-sense vaccine and public health legislation at the Colorado state capital and in front of the CO Board of Health. To make sure she reaches as many people as possible, Aimee regularly hosts webinars, records podcasts, creates TikTok videos, and speaks to the general public at every opportunity available to her about all things related to immunology and public health. Her research focuses on the moments in time when science education and science communication collide.
The Use and Creation of Analogies as a Teaching Tool for Understanding Immunology
Brady L Spencer, Daniel Chien, and Aimee Pugh Bernard
The use of analogies while teaching complex concepts allows the unknown to become familiar and act as an aid toward deeper understanding. Analogies were used as a teaching tool during an immunology course for dental, medical, physician assistant, and graduate students to explain complex concepts. Analogies were used to communicate and enhance the learning and retention of a wide variety of complex immunological concepts. The incorporation of analogies into the learning process augments scientific communication skills and acts as a model for effective communication while speaking to future patients about medical conditions and/or associated treatments and the general public about scientific discoveries and advancements. Presented as a poster and education breakout session at the American Association of Immunologists May 2023
Mini-Review:
CREATE-ive Use of Primary Literature in the Science Classroom
Aimee Pugh Bernard & Kristy Kenyon
CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) is a pedagogical approach for teaching and learning science through the rigorous analysis of primary scientific literature. This mini-review focuses on the tools, assignments, and in-class activities by which this strategy immerses students in the process of science and further challenges students to embody the intellectual activities of actual scientists. We highlight the innovative ways in which CREATE pedagogy encourages students to think deeply about science. Applying this strategy has been shown to promote student gains in cognitive and affective behaviors while also fostering the development of science process skills. Herein we also provide a case study of CREATE implementation in an advanced immunology undergraduate course, which provides a detailed perspective on the realities of teaching with this strategy.
Immunology 101 Series Blog for Immunize Colorado
Aimee Pugh Bernard
As a scientist and an educator who appreciates the hard facts, and as a mom with real concerns about my kids’ health, I understand how difficult it can be to make choices that affect your family’s health. We all want to do what’s right. But in today’s world – filled with conflicting information online, mis/disinformation in the media and among peers – it’s hard to know which sources are accurate and reliable. Throughout the course of this blog series, I’ll use my expertise and my experience to arm you with the facts.
So what makes me an expert? For starters, I am a PhD immunologist dedicated to teaching and obsessed with science communication! I am also a mom to twin humans and a small zoo (2 dogs and a cat) and make a lot of healthcare decisions for the people and animals I love.
American Medical Association Health Systems Science Impact Challenge. University of Colorado COVID-19 Pandemic Response Course: Beyond the Virtual Classroom
Alexander Nguyen, Jaclyn Anderson, Melissa Laughter, Jamie Solis, Alejandro Itzam Marin, Bryn Launer, Tai Lockspeiser, Rachael Tan, Shanta Zimmer, Chad Stickrath, Aimee Pugh Bernard
The COVID-19 outbreak swiftly evolved into a pandemic with enormous societal impacts. In March 2020, a student-led course, in partnership with an array of faculty members, was developed at the University of Colorado School of Medicine to provide learners with current scientific knowledge regarding COVID-19 and a platform to support the community as the pandemic evolved. Students completed asynchronous online modules and applied their online knowledge through community service within focused pillars — service learning, education, bioethics and medical humanities, and research — to address multiple pandemic-related societal needs.