Brian Sato

picture of Brian  Sato

Associate Teaching Professor, Molecular Biology and Biochemistry
School of Biological Sciences
Associate Dean, Division of Teaching Excellence and Innovation


Ph.D., University of California, San Diego, 2008, Cell Biology
B.A., University of California, Berkeley, 2003, Molecular and Cell Biology

Phone: (949) 824-0661
Email: bsato@uci.edu

University of California, Irvine
2238 McGaugh Hall
Mail Code: 3900
Irvine, CA 92697
Research Interests
Discipline-based education research, Biology, STEM
Research Abstract
My research goals, while varied, focus on how we can improve STEM education at the undergraduate level. Currently, my group is focused on three projects:

(1) Examining the impact of teaching faculty across the UC system - While considerable effort has been spent in the recent past to identify means to increase success in the classroom for STEM undergraduates, particularly at-risk students, a major challenge has been how to disseminate these methods on a broader scale. One potential means to accomplish this is through change agents, faculty that are embedded within departments that can act as resources to implement new teaching methods. The University of California has a unique faculty line, the Lecturer with Security of Employment/Teaching Professor, and we are currently exploring whether these faculty are successful change agents.

(2) Exploring the impact of active learning classrooms and faculty professional development - UC Irvine recently opened the Anteater Learning Pavilion, a building which contains only active learning classrooms. In conjunction, the Division of Teaching Excellence and Innovation creating the Active Learning Institute to prepare faculty to teach in these rooms. We are examining the impact of both the building and professional development on classroom teaching practices, faculty perspectives, student perspectives, and student outcomes to better inform future institutional decisions surrounding teaching.

(3) Examining the effectiveness of a light-touch study skills intervention - It is important that we focus not only on altering classroom instruction, but also providing students with the tools to maximize their independent learning time as well. There has been considerable work in laboratory settings examining self-regulated study with two particularly beneficial practices for enhancing learning being self-testing and spacing. We are investigating whether a light-touch study skills intervention, which presents students with information about self-testing and spacing and weekly reminders to implement them in course preparation, impacts study behaviors and performance in large enrollment courses. Additionally, we are exploring whether we can approximate student behaviors by examining their activity across the quarter using the class learning management systems.
Publications
Solanki S, McPartlan P, Xu D, Sato BK. “Success with EASE: Who Benefits from a STEM Learning Community?” PLOS ONE. March 22, 2019. doi.org/10.1371/journal.pone.0213827
 
Sato, BK, Hill CFC, Lo, SM. “Testing the Test: Are Exams Measuring Understanding?”
Biochemistry and Molecular Biology Education. March 7, 2019. https://doi.org/10.1002/bmb.21231
 
Lo SM, Gardner GE, Reid J, Napolean-Fanis V, Carroll P, Smith E, Sato BK. “Prevailing questions and methodologies in biology education research: A longitudinal analysis of research in CBE-Life Sciences Education and at the Society for the Advancement of Biology Education Research.” CBE-Life Sciences Education. Spring 2019. (18) doi.org/10.1187/cbe.18-08-0164.
 
Rodriguez F, Rivas MJ, Matsumura LH, Warschauer M, Sato BK. “How do students study in STEM courses? Findings from a light-touch intervention and its relevance for underrepresented students.” PLOS ONE. 2018. DOI:10.1371/journal.pone.0200767.
 
Shaffer JF, Schriner SE, Loudon C, Dacanay SJ, Alam U, Dang JV, Aguilar-Roca N, Kadandale P, Sato BK. “Impacts of physiology prerequisites on future anatomy and physiology courses.” Human Anatomy and Physiology Society (HAPS) Educator. 2018 December, 22(3), 199-207.
 
Xu, D, Solanki, S, McPartlan, P, Sato BK. “EASEing Students into College: The Impact of Multidimensional Support for Underprepared Students.” Educational Researcher. May 21, 2018 doi.org/10.3102/0013189X18778559.
 
Sato BK, Ding-Dang D, Cruz-Hinojoza E, Denaro K, Hill CFC, Williams A. “Impact of Instructor Exam Feedback on Student Understanding in a Large Enrollment Biology Course.” BioScience. 2018 August, 68(8): 601-611.
 
Sato BK, Lee AK, Alam U, Dang JV, Dacanay SJ, Morgado P, Pirino G, Brunner JE, Castillo LA, Chan VW, Sandholtz JH. “What’s in a prerequisite? A mixed-methods approach to identifying the impact of a prerequisite course.” CBE Life Sciences Education. March 1, 2017 (16) doi: 10.1187/cbe.16-08-0260.
 
Kram KE, Yim KM, Coleman AB, Sato BK. “Battle of the Bacteria: Real-time Evolution in the Microbiology Laboratory.” J. Microbiology and Biology Education. 2016 (17): 261-268.
 
Sato BK, Alam U, Dacanay SJ, Lee AK, Shaffer JF. “Brewing for Students: An Inquiry-Based Microbiology Lab.” J. Microbiology and Biology Education. 2015 (16): 223-229.
 
Shaffer JF, Dang JV, Lee AK, Dacanay SJ, Alam U, Wong HY, Richards, GJ, Kadandale P, Sato BK. “A familiar(ity) problem: Assessing the impact of prerequisites and content familiarity on student learning.” PLOS ONE. 2016. DOI:10.1371/journal.pone.0148051.
 
Sato BK, He W, Warschauer, M, Kadandale P#. “The Grass Isn’t Always Greener:
Perceptions and Performance on Open Note Exams.” CBE Life Sciences Education. 2015 Summer (14): 1-10.
 
Sato BK, Kadandale P, He W, Murata PMN, Latif Y, Warschauer M. "Practice Makes Pretty Good: Assessment of Primary Literature Reading Abilities across Multiple Large-Enrollment Biology Laboratory Courses." CBE Life Sciences Education. 2014 Winter; (13): 677-686.
 
Sato, BK. "Attack of the Killer Fungus: A Hypothesis-Driven Lab Module." J Microbiology & Biology Education. 2013 December; (14): 230-237.
 
Noree C, Sato BK, Broyer RM, Wilhelm JE. “Identification of novel filament-forming proteins in Sacharomyces cerevisiae and Drosophila melanogaster.” J Cell Biol. 2010 August 16; (190): 541-551.
 
Sato BK, Schulz D, Do PH, and Hampton RY. "Misfolded Membrane Proteins are Specifically Recognized by the Transmembrane Domain of the Hrd1p Ubiquitin Ligase." Molecular Cell. 2009 April 24; (34): 212-222.
 
Garza RM, Sato BK, Hampton RY. "In Vitro Analysis of Hrd1p-mediated
Retrotranslocation of Its Multispanning Membrane Substrate 3-Hydroxy-3- methylglutaryl (HMG)-CoA Reductase." Journal of Biological Chemistry. 2009 May 29; (284):14710-14722.
 
Sato BK and Hampton RY. "Yeast Derlin Dfm1 interacts with Cdc48 and functions in ER homeostasis." Yeast. 2006 Oct-Nov; (23):1053-1064.
Grants
NSF IUSE: Assessing the Impact of Teaching Faculty in STEM Institutional Transformation (2016-2019)
NSF IUSE: STEM Teaching Faculty as a Mechanism to Promote Institutional Transformation through the Implementation of Evidence-Based Teaching Practices (2018-2023)
Research Center
UCI Education Research Initiative (Director)
Last updated
06/10/2019