Advanced Topics in Biological Research: An Interview With Dr. Failor

In this article, SASS interviewed Advanced Topics in Biological Research instructor Dr. Failor. We hope that this article will help current and future Advanced Bio students in their academic journey!

What is your favorite thing about teaching Advanced Topics in Biological Research?

My favorite thing is seeing students grow in their confidence, both in understanding research papers and in expressing their understanding in class or their own written work. I also love that as part of the course, I get to keep up with the latest research. I continue to learn, and I get to share that excitement with my students.

What challenges students the most in Advanced Topics in Biological Research? How would you recommend that students overcome these challenges?

The initial challenge is acquiring the skills to read the weekly research papers. Many students have not read primary research publications before enrolling in the course, and we dive right in! It can be intimidating at first, with lots of technical language and the professional tone. We talk through strategies together in class, but some students also benefit from visiting office hours early on. For students in the writing option, they will also be challenged to write their own 20-30-page research review in the spring semester. Again, office hours can be very helpful for talking through ideas and unique obstacles, but there is also a lot of scaffolding to make the whole project manageable.

What types of students do well in Advanced Topics in Biological Research?

Any student who is interested in biology and did fairly well in AP Biology is set up for success in this class. There are many topics in the course related to molecular biology, since that is where a lot of exciting research is being done, but we do cover a range of things that we don’t have time for in the pre-requisite class.

What does the average workload for each week look like?

The standard option is for 2.5 credits per semester and meets just once a week. For each class, students read one primary research paper from a journal such as Natureor PNAS. There is a short reading assignment due before class. In a typical week, the workload should not be more than 3 hours outside of class. Each student leads one class per semester, so those preparations are usually more intensive.

The writing option is for five credits per semester and meets twice a week. In addition to the weekly work described above, students prepare for one additional class, usually with a lighter reading and some discussion prep. In the spring semester, students write their own 20-30 research review, which can be time-intensive, but the typical week shouldn’t be more than 5 hours outside of class.

How do you recommend that students prepare for exams in Advanced Topics in Biological Research?

Midterms are take-home exams based on a recently published paper (usually from the past week’s issues of journals). Students can do whatever they like to understand the paper, including an optional class in which we discuss the paper. Once the exam prompts are released, students are required to work on their own, open-notes, over 36 hours to compose their responses.

Final exams are proctored. The exam prompts are released in advance so students can compose their thoughts. Students then respond to the prompts and follow-up questions by writing timed essays with their proctor.

How is the participation grade for Advanced Topics in Biological Research determined?

Participation is a major component of the semester grade, and I expect everyone to be active and engaged in every discussion. At the beginning of the year, we jointly discuss how participation could be assessed.

How is a student’s overall grade in Advanced Topics in Biological Research determined? What percentage of a student’s overall grade is determined by exams, homework, quizzes, participation, etc.?

That’s complicated depending on which option of the course you’re taking and which semester (since assessments in the writing option change in the spring). Suffice to say that participation is the most important, followed by leading discussion once per semester and exams, with minor weekly reading assignments counting for the least.

What materials do students use in the course (textbooks, lectures, online resources, etc.)?

Each week we read a new research paper that I post on Canvas. Students use additional online resources for exploring the topics and doing their own research for their review paper.

Are students expected to be on camera for the entire class?

Yes. I love being able to see everyone and feeling like we’re all in this together. And I like when people wave good-bye at the end.

Have you had any experiences with students in Advanced Topics in Biological Research that could encourage those who think they cannot excel at the material to take the class?

Every year I have some students who feel like they may be out of their league in this class. We start right away developing some skills that you may never have used before! But it always comes with practice, and many students feel confident and proud of the skills they’ve developed, even within a month or two.

What about Advanced Topics in Biological Research interests so many students?

I’ve had more than one alumnus tell me that the skills and knowledge they gained in this class served them well in their undergraduate work. Sometimes the papers we’ve read come up in other classes, sometimes they can use it as a launching point in conversations with professors and researchers, and sometimes just the skill of reading and understanding research has given them a leg up. I’ve even had students still taking the class use it as a means for connecting with researchers. And I think everyone appreciates being on the cutting edge of research and finding out how the basics from AP Biology are being explored in modern studies. If students are ever curious if this course is for them, they should feel free to reach me at kfailor@stanford.edu!

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