Publications

"Herein, we describe the approach we take in a quantitative reasoning course in the R3 program at the Johns Hopkins Bloomberg School of Public Health, with an error-focused lens, based on visualization and communication competencies."

"Here, we highlight one important component of research integrity that is often overlooked in the discussion of proposals for improving research quality and promoting robust research; one that spans from the lab bench to the dissemination of scientific work: responsible science communication."

"From personal experience, I discuss the benefits of exposure to philosophy and closely related courses in undergraduate studies and bring to the forefront the positive aspects of integrating philosophy of science courses in graduate science, technology, engineering, and mathematics (STEM) curriculum."

Together with a growing, global network of scientist-educators across institutions and disciplines who adopt our approach and shared materials for their own students, we and others recognize the need to shape broadly and critically thinking individuals, rather than narrowly trained specialists...Our students learn to apply the ‘3R’ norms of good science, rigor, reproducibility, and responsibility, to their research practice, thereby becoming versed in epistemology, applied logic, ethical decision making, and quantitative reasoning.

If someone were to ask you, “What is the deadliest animal in the world?” you might not think the answer would be an insect smaller than a thumb tack! However, the deadliest animal in the world is in fact the mosquito! Keep reading to learn more about these creatures, including how they live, the many types of mosquitoes that exist, and the dangerous diseases they can transmit to humans.

Interdisciplinary practice cannot be prescribed; it must be lived. At the Johns Hopkins Bloomberg School of Public Health, we offer the R3 Graduate Science Initiative, which we expect to become a model for the future of graduate biomedical education...While preserving the strength of traditional doctoral training — the capacity for deep investigation through laboratory-based thesis work — the R3 approach moves away from teaching mainly factual, discipline-specific knowledge to providing tools for continual learning in many spheres.

"Many doctoral curricula aim to produce narrowly focused researchers rather than critical thinkers. That can and must change, says Gundula Bosch."

"The challenge is to modify graduate programs such that they continue to generate individuals capable of conducting deep research while at the same time producing more broadly trained scientists without lengthening the time to a degree. Here we describe our first experiences at Johns Hopkins and propose a manifesto for reforming graduate science education."

"We suggest consideration of this conceptual scaffold in ‘design sprint’ workshops for graduate students in the life sciences and in design to promote creativity, interdisciplinary collaboration, and knowledge cocreation."