NicolasT.Weissmueller(尼古拉斯·威斯米勒),1984年11月24日出生於德國卡爾斯魯厄,現任普林地頓大學化學、生物研究員,他的專業知識集中在藥物開發、腫瘤學和免疫學專業。在溝通與培訓領域是十分有經驗的科學研究發表人,同時也是客戶參與項目和市場分析的傳播者。目前身份為在RKP集團在普林斯頓大學的化學和生物工程系(CBE)的博士研究員,目前的研究主要集中在癌症靶向治療和糖複合物多價疫苗的納米顆粒的配方。在實驗室以外,也再次活躍了普林斯頓馬球俱樂部,創始人兼會長。
基本介紹
- 中文名:尼古拉斯·威斯米勒
- 外文名:Nicolas T. Weissmueller
- 國籍:德國
- 出生地:卡爾斯魯厄
- 出生日期:1984年11月24日
- 職業:教師
- 畢業院校:牛津大學
- 代表作品:針注射疫苗:白喉毒素CRM197突變體的配方和真皮
- 星座:天蠍座
- 教授課程:化學,生物學
- 任職單位:普林斯頓大學
簡介,自我介紹,教育背景,早年經歷,研究領域,教授課程,學術殊榮,語言能力,
簡介
NicolasT.Weissmueller(尼古拉斯·威斯米勒),1984年11月24日出生於德國卡爾斯魯厄,現任普林地頓大學化學、生物研究員,來自普林斯頓大學的NicolasT.Weissmueller教授,年紀輕輕卻有著非常驚人的教育背景,
Nicolas . Weissmueller是來自普林斯頓大學的化學和生物工程系(CBE)的研究員,年紀輕輕卻有著非常驚人的教育背景,05-09年在哈佛大學研讀工程科學專業本科。
05-09 年在哈佛大學讀的本科,以優等成績畢業於工程科學專業,第二專業心理學,本科期間曾作為校內划艇教練主管為EliotHouse做出貢獻而獲得查爾斯威廉姆艾略特獎章,完成經濟學、統計學和外科(哈佛醫學院)等多科課程作業,其中統計學最佳成績97分(滿分100分)。09-13年在牛津大學聖克魯斯學員醫藥科學博士,並獲得全額獎學金,三一學院生物醫院工程碩士,以全班第一名成績畢業。曾獲康希爾獎(CornhillPrize)最佳工程理論獎,生物醫藥碩士項目史上第二高分獲得者。如今在普林斯頓大學擔任生物學教授,Prud’homme實驗室博士後研究助理。 NicolasT.Weissmueller教授不但學習成績優秀,在社交交際上也不遜色,領導普林斯頓馬球俱樂部,為發起者兼俱樂部主席,在 SIRMICHAELSOBELL安養院為志願者。
自我介紹
中文版:“如果選一種超能力,你會選哪種?”哈佛大學的the Edgar Pierce的教授Daniel Gilbert在開講時問到。我很好奇的被他剛開講時的第一句話就吸引了。自己也正掂量飛行的能力同超能力之間對比的正反觀點。 Gilbert激動的大聲說到:我選說服。 如果人能按照我的想法去做事情,就沒有什麼是做不到的。作為社會成員, 我們從本質上意識到交流的重要性, 但很多時候我們缺乏真知灼見去意識到跟事物交流的種種方式。 教育是一種特殊的交流方式, 如果真正實現其目的的話,就能激勵學生從真正意義上去感受知識的傳遞。我在哈佛大學(2005-2009),牛津大學(2009-2013)以及普林斯頓大學(2013-至今)學習工作期間,那些知識淵博,風度翩翩,激情滿滿的教授們的授課讓我發現自己對各門課程的好奇心達到了白熱化狀態。好的老師是無價的。 因為不僅僅是對知識的傳遞,還有榜樣的力量。下面押韻的這句話跟我的教學理念產生了共鳴:“沒有什麼文字,沒有什麼話語,能夠告訴我們的下一代應該成為什麼樣的人,即使是書架上所有的書也不能———為有老師本人的為人”。身為老師, 我們有這樣的良好契機去鼓勵,培養年輕人的思維,也讓我們也有責任去成為榜樣,以最高標準要求自己。 以自己的經驗來看,我在牛津大學當導師(定量生理學課程
),在普林斯頓大學當輔導員(AP化學和生物),我意識到教學的過程並不是老師,而是學生。學生需要專注於課堂,不是說說而已。大量的知識通過網路變得很方便,信息量也迅速增加。通過各種”濾鏡”來檢測一件事,發現實際意義,用批判性思維去綜合分析重要的知識,去清晰闡述最後的結論。所以,我的目的在於讓學生參與在授課中,在我公布答案前讓學生自己找到問題的答案。這樣做,實踐了批判性思維的重要部分。在教學過程中,我把最重要的核心放在當面臨未知的困難時對潛在問題的基本理解也讓我們可以推理知識和做出成熟的決定。我們慢慢通過詳盡的知識學習,但我們一旦把學過的和本質上熟悉的知識聯繫起來學起來就更容易。所以,我的教學是把新的複雜的知識同已學到的簡單的聯繫起來。今天,如果我被問到自己可以擁有什麼樣的超能力, 我會回答:溝通,可以向其他人解釋任何一種他們會理解而且欣賞的想法和概念的能力。希望這簡短的對於我教學理念的描述可以讓大家非常感興趣,期待可以和你們面對面去探討我教學風格的細節。
英文版:“If you had to pick one, what superpower would you choose?” asked Daniel Gilbert, the Edgar Pierce Professor of Psychology, Harvard University, to open his lecture. I was intrigued and drawn in by the very first sentence of his presentation. As I caught myself weighing the pros and cons of the power of flight versus super human strength, Gilbert exclaimed in his enthusiastic voice: “I choose persuasion. If people do what I want them to do, there is nothing I cannot have”. As social beings, we are intrinsically aware of the importance of communicating, but frequently we lack the insight to realize how much the way in which we communicate matters. Teaching is a specialized form of communication, and if it is done properly, it can inspire students to genuinely care about the knowledge conveyed. Throughout my time at Harvard (2005-2009), Oxford (2009-2013) and Princeton (2013-now), I found that my curiosity was peaked for the courses that were taught by deeply knowledgable, personable, and passionate professors. In many ways, I found it to be true that a good teacher is invaluable. Not merely for the information conveyed but by setting an example and being a role model. The following rhyme very much resonates with my teaching philosophy: “No written word, no spoken plea can teach our youth what they should be. Nor all the books on all the shelves, it's what the teachers are themselves.” As teachers and mentors, we have a wonderful opportunity to inspire and train young minds, but we have also the responsibility to be role models and we must hold ourselves accountable to the highest standards. In my own experience, as mentor and teacher at Oxford (Quantitative Physiology Course) and tutor at Princeton (AP Chemistry and Biology), I have realized that teaching is not about the teacher, but about the student. Students need to be engaged during class, not talked at. An abundance of knowledge is readily available via the internet, and as the amount of information increases almost exponentially, it is ever more important to be able to examine a matter through various lenses, to extract meaning, to synthesize prior knowledge with critical thought and to communicate the subsequent conclusions clearly. Therefore, I aim to involve students in lectures and let them find the answer to some of the questions themselves, before I reveal the solution. In doing so, this crucial kind of critical thinking is practiced. In my teaching, I place paramount emphasis on the fundamental understanding of the underlying concepts that will allow for the extrapolation of knowledge and the formation of informed decisions when faced with an unknown problem. We learn only slowly by rehearsing facts, but once we relate previous knowledge to what we are intrinsically familiar with it is hard to unlearn. Therefore, my teaching relates new and complex matters to already known and simple concepts. Today, if I was asked the question of what superpower I may already have, I would answer: communication, the ability to explain any idea and concept to others such that they can truly understand and appreciate. I hope this short delineation of my teaching philosophy peaked your interest and I look forward to discussion the particulars of my teaching style with you in person
),在普林斯頓大學當輔導員(AP化學和生物),我意識到教學的過程並不是老師,而是學生。學生需要專注於課堂,不是說說而已。大量的知識通過網路變得很方便,信息量也迅速增加。通過各種”濾鏡”來檢測一件事,發現實際意義,用批判性思維去綜合分析重要的知識,去清晰闡述最後的結論。所以,我的目的在於讓學生參與在授課中,在我公布答案前讓學生自己找到問題的答案。這樣做,實踐了批判性思維的重要部分。在教學過程中,我把最重要的核心放在當面臨未知的困難時對潛在問題的基本理解也讓我們可以推理知識和做出成熟的決定。我們慢慢通過詳盡的知識學習,但我們一旦把學過的和本質上熟悉的知識聯繫起來學起來就更容易。所以,我的教學是把新的複雜的知識同已學到的簡單的聯繫起來。今天,如果我被問到自己可以擁有什麼樣的超能力, 我會回答:溝通,可以向其他人解釋任何一種他們會理解而且欣賞的想法和概念的能力。希望這簡短的對於我教學理念的描述可以讓大家非常感興趣,期待可以和你們面對面去探討我教學風格的細節。
英文版:“If you had to pick one, what superpower would you choose?” asked Daniel Gilbert, the Edgar Pierce Professor of Psychology, Harvard University, to open his lecture. I was intrigued and drawn in by the very first sentence of his presentation. As I caught myself weighing the pros and cons of the power of flight versus super human strength, Gilbert exclaimed in his enthusiastic voice: “I choose persuasion. If people do what I want them to do, there is nothing I cannot have”. As social beings, we are intrinsically aware of the importance of communicating, but frequently we lack the insight to realize how much the way in which we communicate matters. Teaching is a specialized form of communication, and if it is done properly, it can inspire students to genuinely care about the knowledge conveyed. Throughout my time at Harvard (2005-2009), Oxford (2009-2013) and Princeton (2013-now), I found that my curiosity was peaked for the courses that were taught by deeply knowledgable, personable, and passionate professors. In many ways, I found it to be true that a good teacher is invaluable. Not merely for the information conveyed but by setting an example and being a role model. The following rhyme very much resonates with my teaching philosophy: “No written word, no spoken plea can teach our youth what they should be. Nor all the books on all the shelves, it's what the teachers are themselves.” As teachers and mentors, we have a wonderful opportunity to inspire and train young minds, but we have also the responsibility to be role models and we must hold ourselves accountable to the highest standards. In my own experience, as mentor and teacher at Oxford (Quantitative Physiology Course) and tutor at Princeton (AP Chemistry and Biology), I have realized that teaching is not about the teacher, but about the student. Students need to be engaged during class, not talked at. An abundance of knowledge is readily available via the internet, and as the amount of information increases almost exponentially, it is ever more important to be able to examine a matter through various lenses, to extract meaning, to synthesize prior knowledge with critical thought and to communicate the subsequent conclusions clearly. Therefore, I aim to involve students in lectures and let them find the answer to some of the questions themselves, before I reveal the solution. In doing so, this crucial kind of critical thinking is practiced. In my teaching, I place paramount emphasis on the fundamental understanding of the underlying concepts that will allow for the extrapolation of knowledge and the formation of informed decisions when faced with an unknown problem. We learn only slowly by rehearsing facts, but once we relate previous knowledge to what we are intrinsically familiar with it is hard to unlearn. Therefore, my teaching relates new and complex matters to already known and simple concepts. Today, if I was asked the question of what superpower I may already have, I would answer: communication, the ability to explain any idea and concept to others such that they can truly understand and appreciate. I hope this short delineation of my teaching philosophy peaked your interest and I look forward to discussion the particulars of my teaching style with you in person
教育背景
牛津大學2009-2013
a) 聖克魯斯學院醫藥科學博士,全額獎學金
b) 三一學院生物醫藥工程碩士,榮譽獎,全班第一名成績畢業
c) 曾獲康希爾獎(CornhillPrize)最佳工程理論獎,生物醫藥碩士項目史上第二高分獲得者
哈佛大學2005-2009
a) 本科以優等成績畢業於工程科學專業,第二專業心理學。GPA:3.5/4.0
b) 本科期間曾作為校內划艇教練主管為EliotHouse做出貢獻而獲得查爾斯威廉姆艾略特獎章
c) 完成經濟學、統計學和外科(哈佛醫學院)等多科課程作業,其中統計學最佳成績97分(滿分100分)
早年經歷
2013年12月-至今(1年5個月)
普林斯頓大學——博士後研究助理
RKP集團,化學和生物工程系。
牛津大學——研究生研究員
2010年10月-2013年12月(3年3個月)
麥肯錫公司——2010年11月
博士論文題目:“無針注射疫苗:白喉毒素CRM197突變體的配方和真皮交貨教授安德魯·波拉德J.(牛津疫苗組),羅伯特·卡萊爾博士(牛津大學工程科學系),以及海科A.醫生監督。Schiffter(BASF)與諾華疫苗與診斷試劑的合作。
2012年12月-2013年4月(5個月)
普林斯頓大學
訪問研究合作者
研究納米粒子治療的無針疫苗交付。Prud’homme共同實驗室,化學與生物工程。
2009年6月-2009年9月(4個月)大學醫院
醫療助理-整形外科
阿爾伯特-路德維希安大學弗萊堡
協助分裂的皮膚和肌肉瓣程式,mastopexies和掌骨關節融合術在整形外科分部領導的教授G.比約恩·斯塔克,MD
2008年10月-2009年5月(8個月)
哈佛大學-心理學系
研究助理
溫迪·B·門德斯實驗室。
協助聯合研究小兒外科醫生在真實模擬的氣管切開的壓力水平,以改善兒童醫院,麻薩諸塞州波士頓進行手術仿真的教學質量。
醫療助理-神經外科卡爾斯魯厄研究所技術(盒)/大學的卡爾斯魯厄(TH)2007年6月——2007年8月(3個月)市醫院協助和觀察程式在神經外科手術:顯微外科程式、腔內隔絕術程式、顱腦外科、腦組織活檢,指導教授UweSpetzger,醫學博士,博士學位。
普林斯頓馬球俱樂部——普林斯頓大學
發起者兼俱樂部主席
SIRMICHAELSOBELL安養院志願者
研究領域
1. Biomedical Engineering生物醫學工程
2. ELISA酶聯免疫吸附試驗
3. Science科學
4. Matlab矩陣實驗室
5. HPLC高相液相色譜
6. Immunology免疫學
7. Research研究
8. Molecular Biology分子生物學
9. IR spectroscopy光譜學
10. Spectrophotometry分光譜測量
11. Flow Cytometry
流式細胞術
12. Proteomics蛋白質組學
13.Nanoparticles納米粒
14. Lyophilization凍乾法
15. FTIR傅立葉變換紅外光譜學(Fourier Transform Infrared Spectroscopy)
16. Tissue Engineering組織工程
17. Entrepreneurship企業家職能
2. ELISA酶聯免疫吸附試驗
3. Science科學
4. Matlab矩陣實驗室
5. HPLC高相液相色譜
6. Immunology免疫學
7. Research研究
8. Molecular Biology分子生物學
9. IR spectroscopy光譜學
10. Spectrophotometry分光譜測量
11. Flow Cytometry
流式細胞術
12. Proteomics蛋白質組學
13.Nanoparticles納米粒
14. Lyophilization凍乾法
15. FTIR傅立葉變換紅外光譜學(Fourier Transform Infrared Spectroscopy)
16. Tissue Engineering組織工程
17. Entrepreneurship企業家職能
教授課程
化學
生物學
學術殊榮
博士論文題目:“無針注射疫苗:白喉毒素CRM197突變體的配方和真皮交貨教授安德魯·波拉德J.(牛津疫苗組),羅伯特·卡萊爾博士(牛津大學工程科學系),以及海科A.醫生監督。Schiffter(BASF)與諾華疫苗與診斷試劑的合作。
語言能力
英語(母語)
德語(母語)
法語(中級,日常對話)
新近動向:助陣SpecialA特優生“常春藤計畫”
應SpecialA特優生“常春藤計畫”創始人黃中陽老師之邀,將於15年暑期來華,NicolasWeissmueller擔任SpecialA特優生即仁德嘉華國際教育(連結百科)北美留學教育的生物學授課教師。NicolasT.Weissmueller非常熱愛他的事業,也非常熱愛他的學生,他非常願意和他的學生分享他所見,他所學,把最深奧的知識,用最簡單風趣的方法教授給學生,在學生們眼中,他是學霸,是帥哥哥,是熱心的教授,同樣也是普林斯頓大學人氣教授之一。今年7月,在SpecialA特優生會與中國的學生們相遇,帶給中國學生美國最高課堂,最專業的美國生物學知識,上課及其有魅力,讓每位學生都像他一樣優秀。這也是NicolasT.Weissmueller首次來到中國,成為第一位來到中國教授AP生物課程的牛人教授,為每位同學帶來了優秀推薦信,為中國孩子的常青藤之路開啟了更多機會。