My Science Teaching

Find on this page information about

  • Recent courses taught

  • Workshops taught

  • Published reports and articles on Science Education

Courses (within the College of Arts and Sciences of Lynn University)

  • General Chemistry (2):

    • General Chemistry 2 (SCI 131): This course, often referred to as “Physical Chemistry,” continues from SCI 130 and presents an introduction to the properties of solutions, chemical kinetics, chemical equilibrium, acid-base chemistry, spontaneous processes, and entropy, and the chemistry of representative elements from the periodic table. (Source: Lynn University’s catalog).

  • Biochemistry:

    • Undergraduate Biochemistry (SCI 392): A study of substances found in living organisms and the chemical reactions underlying life processes. The structure and behavior of biomolecules will be discussed, with an emphasis on carbohydrates, fats (Lipids), proteins, and nucleic acids. Other biomolecules will be mentioned. (Source: Lynn University’s catalog)

    • Graduate Biochemistry (SCI 650): This course provides an overview of the main aspects of biochemistry by relating molecular interactions to their effects on the organism as a whole, particularly in human biology. Students explore current concepts in biochemical research and the molecular basis of life, including the structures and functions of proteins, enzymes, lipids, carbohydrates, and nucleic acids. Topics include bioenergetics, enzyme kinetics, metabolic pathways, and the regulation of biological and biochemical processes, with an emphasis on health, disease, physiology, medicine, and biological research. (Source: Lynn University’s catalog)

    • Journal Club in Biological Sciences (SCI 500): This course will focus on an intensive discussion of current peer-reviewed literature in biology, medicine, and related disciplines, with an emphasis on empirical research articles published within the last several years. The course takes the format of a journal club, an established part of graduate training in many research and health-related disciplines. All students will both present and actively engage in discussion and analysis of current peer-reviewed literature. (Source: Lynn University’s catalog)

  • Dialogues of Scientific Literacy (DSL 200): This course focuses on how science applies to the real world including its impact on aspects of business, the environment, health, and politics. (Source: Lynn University’s catalog).

  • Advanced Topics in Biology (SCI 695): This graduate-level course offers students the opportunity for in-depth, advanced study in the biological sciences. The topics of this course may vary, but my focus is on immunology special topics. (Source: Lynn University’s catalog)

Courses (within the College of Biomedical Sciences of Larkin University)

  • Biochemistry 1 (MSB 503; formerly MSB 501): This course introduces the fundamental aspects of biological chemistry from a biochemical and medical perspective. The course provides an overview of the structure, function, and metabolism of biological molecules, including carbohydrates, fatty acids, proteins, and nucleic acids. It also evaluates, in detail, enzyme kinetics, including their activation, inhibition, and allosteric interactions in metabolic pathways of biological molecules and other physiological processes, as well as in the flow of genetic information. Students learn to elaborate on specific biochemical pathways and how they interface with human diseases, including disease etiology, diagnosis, and treatment. Students also learn to describe and apply biochemical concepts to scientific biomedical research.

  • Biochemistry 2 (formerly MSB 502): The Medical Biochemistry 2 course builds on the concepts learned in Medical Biochemistry 1 to apply the chemistry of biomolecules from tissue-, organ-specific, and clinical standpoints. Students implement higher levels of learning and knowledge dimensions to analyze clinical scenarios, evaluate possible biochemical outcomes, and address biochemical deficiencies or malfunctions. As with Medical Biochemistry 1, students also elaborate on specific biochemical pathways and how they interface with human diseases, including disease etiology, diagnosis, and treatment, and apply biochemistry to scientific biomedical research.

  • Immunology (MSB 513): This course presents fundamental concepts of immunology, including the immune system's role in human health and disease, as well as serological and antibody-based methods used in clinical and biomedical research laboratories. A review of the biological effects of immunological reactions, antibody formation, and interactions, as well as the immunological specificity of normal and diseased cells and tissues, is discussed.

  • Molecular Genetics (MSB 520): This course explores the genetic influences that impact human development from conception through the prenatal, neonatal, pediatric, adolescent, and adult stages. Screening protocol, gene therapy, and new treatment and scientific modalities are covered, including pharmacogenetics, epigenetics, transcriptomics, and genomics.

    Click here to learn more about other teaching experiences.

Recent Workshops

  • At the 2024 OneDay MicroRetreat hosted by the Puerto Rico Society for Microbiologists in San Juan, PR, the workshop “From Mentee to Leader: Harnessing Mentorship and Branding in Science” explored the transformative role of mentorship and personal branding in scientific careers. Drawing from personal experiences and real-world examples, I guided early-career scientists through strategies to cultivate meaningful mentor-mentee relationships, build professional visibility, and transition from being guided to becoming a leader. Attendees gained practical tools to shape their scientific identity, leverage networks, and align their values with long-term career goals.

  • In the Computational and Systems Biology section of the Career Pathways and Opportunities in STEM Disciplines discussion at the 2024 Annual Biomedical Research Conference for Minoritized Scientists (ABRCMS) in Pittsburgh, PA, we provided students with insight into diverse career trajectories within the field of computational and systems biology. The speaker shared personal experiences navigating academia and interdisciplinary research, highlighting opportunities in data-driven biomedical science, environmental health, and biomarker discovery. Attendees were introduced to practical strategies for building competitive STEM careers, including mentorship, skill development, and leveraging interdisciplinary collaborations in the evolving landscape of computational biology.

  • Workshop session: Deconvoluting disease biomarkers with computational tools; Workshop Title: Computational and system biology to identify biomarkers in environmental health studies: from indoor pollution to the aftermath of Hurricane Maria. At the 2019 Annual Biomedical Research Conference for Minority Students (ABRCMS) in Anaheim, CA, this workshop introduced students to computational tools and systems biology approaches for identifying disease biomarkers in environmental health contexts. Using case studies ranging from indoor air pollution to post-disaster exposure following Hurricane Maria in Puerto Rico, the session demonstrated how integrative bioinformatics, data modeling, and exposure science can reveal insights into health risks and resilience. Participants gained exposure to interdisciplinary strategies for deconvoluting complex biomarker data and were encouraged to explore careers at the intersection of computational biology and environmental health research.

  • Image Analysis in Biological Sciences (from Western blot to Data-Driven Decisions). This workshop was presented on July 5th, 2017, to students from Miami Dade College-North Campus (in-person) and the University of Puerto Rico-Carolina Campus (via video conference) in collaboration with Dr. José Santiago Santana (find information of Dr. Santiago Santana here). In this workshop, students learned to describe and implement image analysis protocols to extract data from Western blot analysis.

  • "Doing Science: from Start to Finish." This workshop was presented to Thomas Armstrong High School students, located in Ponce, Puerto Rico. The workshop's goal was for students to describe, implement, and analyze the different epicycles of the scientific method (https://friveramariani.github.io/DoingScienceWorkshops/).

Published Reports in Science Education

  • Correct/Incorrect Ratio in Staining Techniques in Microbiology Lab: This data analysis report evaluated the proportion of correct answers in two Microbiology Lab sections during a practical session of staining techniques: Gram stain, Acid-fast stain, and Endospore stains. Students had two unknown bacteria for which they had to implement the Gram stain, Acid-fast stain, and Endospore stain and describe the unknown bacteria's cell shape and arrangement. After the students submitted their answers, the data was gathered and organized with the following variables: microbiology lab course section (sections A and B, not to disclose the actual section number), a table where they sit in the lab (each table has four students), gender, and responses (correct as 1, and incorrect as 0) in shape, cell arrangement, Gram stain, Acid-fast stain, and Endospore stain. Find the PDF here.

  • Data Analysis in a General Education Biology Course after the First Summative: This report converges a data analysis of the General Education course taught during the term summer term (2016-3) of the academic year 2016-2017. This course is administered to non-science majors, primarily first- and second-year students, in a web-enhanced format through Blackboard LearnTM/ at Miami Dade College. This data analysis report performed just after administering the first exam (out three to be issued in the course), addressed the relationships between formative (e.g. short quizzes, polling questions, and discussion preparation assignments) and the first exam.

  • Data Analysis on a Survey Administered to Students on the First Day of Class in a General Education Biology Course: This data analysis report evaluates the responses of a survey, which was administered to students (through Blackboard Learn) on the first day of the General Education Biology (BSC1005) course at Miami Dade College during the 2016-2 term (Fall 2016-2017 semester). After students completed the survey, Blackboard Learn's raw data was downloaded into a local directory. The file with the raw data was saved as Microsoft ExcelTM file. For questions with character responses (i.e. open-ended questions), such as questions 1, 7, and 8, the most frequent words and the total words per student’s responses were determined. For the remaining questions, the proportion of answers was determined.

  • Relationship between Formative Assessments (i.e. low-stake quizzes, reading assignment, polling questions) and a Summative Assessment (i.e. Midterm Exam) in an Introductory Microbiology Lab Course: This data analysis report evaluated relationships between formative assessments (low-stake quizzes, reading assignments, and in-class polling questions) and a summative assessment ( Midterm Exam) in an Introductory Microbiology Lab Course. In addition, scores in a Pre-Test summative assessment administered the first day of class were compared to those of the Midterm Exam. In addition, comparing scores in earlier formative examinations with recent ones will assess the students’ progress in the course.

  • Peer-Evaluations as an Intervention Tool to Identify Students' Misconceptions and Interpretation Errors in the Streak-Plate Method in an Introductory Microbiology Lab Course. 2016: The streak plate method is one of the most fundamental techniques that students not only must be able to apply but also interpret in microbiology lab courses. As professors, we often rely on one-on-one student assessment. This may limit us in identifying shared misconceptions within a classroom because we evaluate them based on just a few individual attempts techniques. In this study, peer assessment was used to identify shared students' misconceptions and interpretation errors in the streak plate method. From a broth with a mixed culture of two bacteria, students from two different microbiology lab sections performed the streak plate method on four nutrient agar plates. After the corresponding incubation period, students peer-assessed streaked plates, and the scores were compared with the professor's scores. Compared to the professor's mean scores, mean differences varied (i.e., under and over-estimations) in one microbiology lab section, while statistically significantly overestimated. Therefore, these results suggest that students may share misconceptions when interpreting the streak plate method results. Peer assessment can be an intervention tool to identify misconceptions and interpretation errors with laboratory techniques and corrective learning approaches developed and implemented accordingly.