Melissa Kosinski-Collins

Professor of Biology

Departments/Programs

Biology

Degrees

Massachusetts Institute of Technology, Ph.D.
University of Massachusetts, Amherst, B.S.

Expertise

Biology Education, STEM Education Policy, Protein Folding and Aggregation

Profile

Although 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 am 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.

Here at Brandeis, I teach the introductory biology lab course and various other undergraduate and graduate level biology courses. I hope to incorporate elements of protein folding and aggregation studies into the introductory biology laboratory and to mentor undergraduate and graduate students interested in pursuing teaching careers.

I have recently become interested in science education policy. I was a 2014-2015 Massachusetts Education Policy Fellow with the Rennie Center, a 2015 SACNAS Leadership Institute Fellow, and a 2016 Faculty Leader in Policy Analysis and Research at the Pardee-Rand graduate school.

Courses Taught

BIOL	15b	Cells and Organisms
BIOL	18a	General Biology Laboratory
BIOL	18b	General Biology Laboratory
BIOL	26a	Plant Biology
BIOL	53a	Introduction to Animal Science and Nutrition
BIOL	102b	Structural Molecular Biology
BISC	5b	Diseases of the Mind
BISC	10b	The Biology of Women's Health

Awards and Honors

Brandeis HHMI Inclusive Excellence Scholar (2019)

ASBMB Education Fellow (2016 - 2017)

Pardee RAND Policy Faculty Leader Fellow (2016)

SACNAS Leadership Institute Fellow (2015)

Massachusetts Education Policy Fellow (2014 - 2015)

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 - 2006)

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 - 2004)

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)

Scholarship

Laranjo, L., Greppi, C., and Kosinski-Collins, M.S.. "An upper-level Biology course designed to develop science communication in STEM majors by examining the biotechnology industry." American Biol. Teach. (2020). (forthcoming)

Mills-Henry, I. Kosinski-Collins, M.S., Thol, S.L., Serebryany, E., and King, J.A.. "Kinetic stability of long-lived human gD and gS lens crystallins, derived in part from their domain interfaces, may protect against cataract.." Biophysical Journal 117. (2019): 269-280.

Felder, P., Patrick, L., Kosinski-Collins, M.S., Schreiber, C. and Barlow, J.. Pardee RAND Faculty Leaders discuss the Flint water crisis. Pardee RAND: 2017.

Kosinski-Collins, M.S., Godsoe, K., and Epstein, I.. "The Brandeis Science Posse: Using the group model to retain students in the sciences.." Diversity in the Scientific Community.. ACS Books, 2017. 46-58.

Boltax, A., Pontrello, J. and Kosinski-Collins, M.S.. "A liberal arts approach to the integration of introductory biology and organic chemistry laboratories though a Huntington’s disease research practicum." Journal of College Science Teaching 45. (2016): 50-57.

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.

Boltax, A., Armanious, S., Kosinski-Collins, M.S. and Pontrello, J.K.. "Connecting Biology and introductory Organic Chemistry introductory laboratory courses through a collaborative research project." Biochemistry and Molecular Biology Education 43. (2015): 233-244.

Epstein, I., Godsoe, K., and Kosinski-Collins, M. S.. "The Brandeis Science Posse: Using the group model to retain students in the sciences." Athens J. Educ 2. (2015): 9-22.

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.

Mehrmanesh, L., Piasta, K., and Kosinski-Collins, M.. "Dissecting Huntington’s Disease: Introducing Primary Literature Analysis and Collaborative Work via a Gross Anatomy and Histology Laboratory Associated with a Drosophila Inquiry-based Module.." Proc. of ABLE (2015).

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.