Once a year or so, I have a biology student who’s a great photographer or illustrator. We talk about scientific photography or scientific illustration as a career path, but I haven’t been able to offer much beyond that. Well, now I can. A colleague just turned me on to this organization, the BioCommunications Association (http://www.bca.org/about/about.html).
From their website:
A typical BCA member is a dedicated, passionate, creative and technical biological/medical photographer, graphic designer, illustrator or videographer employed by hospitals, medical facilities, colleges, universities and research institutions in the life sciences and health care industry.
They offer an education grant: The fund has awarded grants to applicants from several countries for a wide variety of projects such as preparation for certification, attendance at workshops, photographic exhibit support, and the development of new imaging techniques for the microscope. Awards are limited to no more than 33% of available funds for the year and are typically $500 or less. and Any student, trainee, biocommunicator, or institutional program that can demonstrate a need for project funding may apply. So, it’s only $500, but its something.
They also offer a scholarship to support educational opportunities for full-time undergraduate or graduate student pursuing a career in scientific/biomedical visual communications, at an accredited school.
Additionally, they run an annual BioImages competition. Check out their amazing winners gallery here: http://www.bca.org/gallery/bioimages2014salon.html. Be sure to scroll down for the videos!
Last but not least, check out their nicely curated list of links. They include links to academic programs, inspirations and stock images. Maybe I’ll be inspired to branch out from WikiMedia Images.
Methicillin-resistant Staphylococcus aureus. A bacteria that causes infections and is one that is resistant to many antibiotics.
The field of scientific visualization represents an authentic connection between the arts/design and the STEM disciplines. Daniel Keefe (http://www-users.cs.umn.edu/~keefe/dfk_iweb/Home.html) and David Laidlaw (http://cs.brown.edu/~dhl/) recently reported on what they’ve learned through the their teaching in the field of Virtual Reality (http://ivlab.cs.umn.edu/papers/Keefe-2013-VR-Design-for-STEAM.pdf). VR is advanced visualization technology that has broad appeal for undergraduates of all disciplines.
Nicole Stenger with VPL gear. Stenger is a French-born, American artist and pioneer in Virtual Reality.
The authors discovered that when art and STEM students worked together on Virtual Reality data visualization projects, they each began to develop some expertise in the other’s discipline. This exploration improved cross-disciplinary communication, facilitating the collaboration.
The authors incorporated important elements of art classes into their teaching. For one, they used a critique-style discussion of work-in-progress. Scientists knowledgeable about the data joined in. They found these classroom critiques so useful that they brought this teaching/learning technique into other computer science courses. (I could see how art-style classroom critique could be useful in other STEM courses as well.) Both groups of students faced the additional challenge of effective communication with the scientists whose research they were representing. In life-after-university, this third party could represent a client or additional collaborator.
They also emphasized the importance of “sketching” prior to programming. Sketching took various forms including paper & pencil, a series of concept sketches using Adobe Illustrator, acting out possible user experiences, short films, sculptures, and prototyping in the CavePainting virtual reality system. Data display environments help to align sketches with the reality of the data.
This paper causes me to reflect on my own teaching and on the importance of reflection for learning. It’s important to slow down, develop lots of ideas, get lots of feedback, and learn how to understand each other.
The paper described here was published in the refereed proceedings of the 5th International Conference on Virtual, Augmented and Mixed Reality 2013 which was held as part of the 15th International Conference on Human-Computer Interaction.