Carl J. Shapiro Science Center, 0-16A
DegreesMassachusetts Institute of Technology, Ph.D.
U Mass Amherst, B.S.
ExpertiseBiology Education, STEM Education Policy, Protein Folding and Aggregation
ProfileAlthough, I received my Ph.D from MIT in 2004 for studying protein folding and aggregation, my true passion has always been in biology teaching and education. I was an education research post doc for two years in the HHMI Education Group at MIT and focused primarily on biological education research and the importance of concept-based teaching and learning in biology.
I have recognized the need for better biological preparation at the high school level and am actively involved in several K12 education efforts. I currently directing a series of outreach and education activities of the university. I organize field trips to campus by local area high school students to give them an opportunity to explore research-level science. In addition, I am a Communication Fellow in Informal Science Education at the Discovery Museum in Acton. I am also the academic director of the Brandeis Science Posse program. I work closely with the scholars during their two-week pre-collegiate summer immersion training program. I also mentor and advise the students once then enroll in courses here on campus.
In light of my interest in protein structure, I am studying the importance of learning and manipulation of biological macromolecules in 3-dimensions. I am currently part of a collaboration with the Biology, Physics, and Academic Computing Departments at MIT to create a free, scalable 3D visualization software engine that may easily be manipulated by students, but has the flexibility and functionality to be used by advance protein biochemists. I am hoping to incorporate this program into the Brandeis curriculum.
Here at Brandeis, I teach the introductory biology lab course, introductory cell biology and a graduate level molecular biology course. I hope to incorporate elements of protein folding and aggregation studies into the introductory biology laboratory and to mentor undergraduate and graduate students biology students interested in pursuing teaching careers.
I have recently become interested in science education policy. I am a 2014-2015 Massachusetts Education Policy Fellow with the Rennie Center.
|BIOL||15b||Cells and Organisms|
|BIOL||18a||General Biology Laboratory|
|BIOL||18b||General Biology Laboratory|
|BISC||5b||Diseases of the Mind|
|EL||94a||Experiential Learning Practicum|
Awards and Honors
Massachusetts Education Policy Fellow (2014)
Discovery Museum Communication Fellow (2013)
National Academies Education Fellow in the Life Sciences (2012)
Louis Dembitz Brandeis Award for Excellence in Teaching (2010)
Cambridge Who's Who (2006)
HHMI Postdoctoral Biological Education Fellowship (2004)
The National Chancellor's List (2004)
American Institute of Chemists Award for Excellence in Undergraduate Studies (2000)
George R. Richardson Award for excellence in Undergraduate Research in Chemistry (2000)
NIH Graduate Training Fellowship (2000)
Phi Kappa Phi (2000)
The National Dean's List (2000)
Henry N. Little Fellowship for excellence in Biochemistry and Molecular Biology (1999)
Phi Beta Kappa (1999)
Boltax, A., Armanious, S. Pontrello, J.K., and Kosinski-Collins, M.S.. "Integration of the Biology and Organic Chemistry laboratories through a Huntington’s disease research practicum." Association of Biology Laboratory Educators, Eugene, Oregon. June 17-20, 2014.
Epstein, I.E., Godsoe, K., and Kosinski-Collins, M.S.. "Using the group model to retain students in the sciences.." Athens: ATINER'S Conference Paper Series (2015): No: EDU2014-1133.
Setty, S. and Kosinski-Collins, M.S.. "Screening for enhancers and suppressors of Ptpmeg: a model genetics experiment for introductory biology students." American Biology Teacher 77. (2014): 41-47.
Kosinski-Collins, M.S. and Pontrello, J.K.. Huntington’s as an Interdisciplinary Lab for Intro Biology. Proc. of Vision and Change in Undergraduate Biology: Chronicling the Changes. Washington D.C.: AAAS, 2013.
Jacobson, A. and Kosinski-Collins, M. S.. "Using news and views articles, lab reports, and wiki entries to teach students how to read and write for diverse scientific audiences in an introductory biology laboratory course." Journal of Studies in Education 2. (2012): 1-1
Setty, S. and Kosinski-Collins, M.S.. "The Harry Potter Box: Demonstrating the Importance of Challenging Assumptions during the Scientific Process." American Biology Teacher 74. (2012): 587-588.
Treacy, D. & Kosinski-Collins, M.S.. "Using the writing and revising of journal article-style lab reports to increase science literacy and understanding in a large introductory biology laboratory course." Atlas Journal of Science Education 1. 3 (2011): 29-3
Treacy, D., Sankaran, S., Gordon-Messer, S., Saly, D., Miller, R., Isaac, R.S., & Kosinski-Collins, M.S.. "The implementation of a project–based molecular biology laboratory emphasizing protein structure-function relationships into a large introductory biology laboratory course." C.B.E. Life Science Education 10. 18-24 (2011)
Gordon-Messer, Susannah and Kosinski-Collins, Melissa. "Using scientific purposes to improve student writing and understanding in undergraduate biology project-based laboratories.." American Biology Teacher 9. Nov/Dec (2010): 578-579.
Kosinski-Collins, Melissa, ed. Atlas Journal of Science Education. Atlas Publishing, 2010.
Kosinski-Collins, Melissa, ed. Journal of Chemistry and Biochemistry. KBM Scientific, 1 2010.
Romm, I., Gordon-Messer, S. and Kosinski-Collins, M. S.. "Educating young educators: a pedagogical internship for undergraduate teaching assistants." CBE: Life Science Education 9. (2010): 80-86.
I. Ceraj, L. M. Alemán, J. T. Riley, M. Kosinski-Collins, M. E. Rokop, K. Vandiver, and C. Shubert.. Integrating protein visualization in the classroom with StarBiochem. Proc. of MIPRO. Opatija, Croatia: 2009.