Carol Brewer, University of Montana AAAS Annual Meeting Feb 2011 The AAAS Community College Forum: Lessons Learned about B...
<ul><li>Acknowledgments </li></ul><ul><li>V&C Authors  </li></ul><ul><li>NSF, HHMI, NIH </li></ul><ul><li>Conference Advis...
WHY CHANGE?  WHY NOW? <ul><li>Biology is in transition </li></ul><ul><li>Science education is in transition </li></ul><ul>...
<ul><li>Vision and Change Initiative  </li></ul><ul><li>Seven conversations held around the nation in 2007 - 2008 to ident...
…  Tie what we’re learning into the Big Picture.  Why is this important? Where did this come from (i.e., original literatu...
Identifying Core Concepts and Competencies, Best Practices and Teaching Innovations, Tools for Change C. Brewer, PERG, 2/2...
<ul><li>Core Concepts </li></ul><ul><li>Overarching principles relevant throughout living world </li></ul><ul><li>Lend mea...
Core Concepts for Biological Literacy <ul><li>1.  EVOLUTION :  The diversity of life evolved over  </li></ul><ul><li>time ...
<ul><li>Core Competencies and  </li></ul><ul><li>Disciplinary Practice </li></ul><ul><ul><ul><li>1.  ABILITY TO APPLY THE ...
Student-Centered Classrooms  and Learning Outcomes <ul><li>Research experiences  are integral for all students,  regardles...
Key Messages from Vision and Change <ul><li>Biology courses  play  critical role  in undergraduate education  for all stud...
VISION AND CHANGE IN UNDERGRADUATE BIOLOGY EDUCATION:  A Call to Action 2009 2010 2011 C. Brewer, PERG, 2/2011
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Vision and Change in Undergraduate Biology Education

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Dr. Carol Brewer talks about the process of vision and change in undergraduate biology education.

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Vision and Change in Undergraduate Biology Education

  1. 1. Carol Brewer, University of Montana AAAS Annual Meeting Feb 2011 The AAAS Community College Forum: Lessons Learned about Biotechnology Education C. Brewer, PERG, 2/2011
  2. 2. <ul><li>Acknowledgments </li></ul><ul><li>V&C Authors </li></ul><ul><li>NSF, HHMI, NIH </li></ul><ul><li>Conference Advisory Board </li></ul><ul><li>Hundreds of faculty and administrators </li></ul><ul><li>Scores of students </li></ul><ul><li>AAAS staff, especially Yolanda George </li></ul>C. Brewer, PERG, 2/2011
  3. 3. WHY CHANGE? WHY NOW? <ul><li>Biology is in transition </li></ul><ul><li>Science education is in transition </li></ul><ul><li>Society is in transition </li></ul><ul><li>Great need for biologically literate citizens </li></ul><ul><li>Education must change to meet the promise of science to society in the future </li></ul>C. Brewer, PERG, 2/2011
  4. 4. <ul><li>Vision and Change Initiative </li></ul><ul><li>Seven conversations held around the nation in 2007 - 2008 to identify issues and needs in undergraduate biology education </li></ul><ul><li>Nearly 600 biology faculty, researchers, administrators, and students from around the country attend July 2009 Vision and Change Conference </li></ul>C. Brewer, PERG, 2/2011
  5. 5. … Tie what we’re learning into the Big Picture. Why is this important? Where did this come from (i.e., original literature)? Where does it fit in real life? And how does this relate to what we’re learning in other classes? …. C. Brewer, PERG, 2/2011 Frederico Unglaub, Student, University of Colorado <ul><li>Challenge us </li></ul><ul><li>Help us develop critical thinking, analytical and communication skills </li></ul><ul><li>Provide opportunities for research experiences and/or designing our own experiments </li></ul><ul><li>Use analogies , NOT jargon </li></ul><ul><li>Make it relevant </li></ul>What Students Said…
  6. 6. Identifying Core Concepts and Competencies, Best Practices and Teaching Innovations, Tools for Change C. Brewer, PERG, 2/2011
  7. 7. <ul><li>Core Concepts </li></ul><ul><li>Overarching principles relevant throughout living world </li></ul><ul><li>Lend meaning and organize facts </li></ul><ul><li>Core Competencies </li></ul><ul><li>Relate to the practice of biology </li></ul><ul><li>Relevant skills </li></ul><ul><li>Core Concepts and Competencies Linked with Well-Defined learning Outcomes and Assessment </li></ul>Concepts and Competencies C. Brewer, PERG, 2/2011
  8. 8. Core Concepts for Biological Literacy <ul><li>1. EVOLUTION : The diversity of life evolved over </li></ul><ul><li>time by processes of mutation, selection, and </li></ul><ul><li>genetic change. </li></ul><ul><ul><ul><li>2. STRUCTURE AND FUNCTION : Basic units of structure define the function of all living things. </li></ul></ul></ul><ul><ul><ul><li>3. INFORMATION FLOW, EXCHANGE, AND STORAGE : The growth and behavior of organisms are activated through the expression of genetic information in context. </li></ul></ul></ul><ul><ul><ul><li>4. PATHWAYS AND TRANSFORMATIONS OF ENERGY AND MATTER : Biological systems grow and change by processes based upon chemical transformation pathways and are governed by the laws of thermodynamics. </li></ul></ul></ul><ul><ul><ul><li>5. SYSTEMS : Living systems are interconnected and interacting. </li></ul></ul></ul>C. Brewer, PERG, 2/2011
  9. 9. <ul><li>Core Competencies and </li></ul><ul><li>Disciplinary Practice </li></ul><ul><ul><ul><li>1. ABILITY TO APPLY THE PROCESS OF SCIENCE : Biology is evidence based and grounded in the formal practices of observation, experimentation, and hypothesis testing. </li></ul></ul></ul><ul><ul><ul><li>2. ABILITY TO USE QUANTITATIVE REASONING : Biology relies on applications of quantitative analysis and mathematical reasoning . </li></ul></ul></ul><ul><ul><ul><li>3. ABILITY TO USE MODELING AND SIMULATION : Biology focuses on the study of complex systems. </li></ul></ul></ul><ul><ul><ul><li>4. ABILITY TO TAP INTO THE INTERDISCIPLINARY NATURE OF SCIENCE : Biology is an interdisciplinary science . </li></ul></ul></ul><ul><ul><ul><li>5. ABILITY TO COMMUNICATE AND COLLABORATE WITH OTHER DISCIPLINES : Biology is a collaborative scientific discipline . </li></ul></ul></ul><ul><ul><ul><li>6. ABILITY TO UNDERSTAND THE RELATIONSHIP BETWEEN SCIENCE AND SOCIETY : Biology is conducted in a societal context . </li></ul></ul></ul>C. Brewer, PERG, 2/2011
  10. 10. Student-Centered Classrooms and Learning Outcomes <ul><li>Research experiences are integral for all students, regardless of major </li></ul><ul><li>Active, outcome-oriented, inquiry-driven and relevant courses </li></ul><ul><li>Define learning goals and align assessments to focus on conceptual understanding - use data to improve and enhance learning </li></ul><ul><li>Apply assessment data to improve and enhance the learning environment. </li></ul><ul><li>Encourage application of teaching and learning research when developing courses. </li></ul><ul><li>Ignite the passion for learning in our students </li></ul>C. Brewer, PERG, 2/2011
  11. 11. Key Messages from Vision and Change <ul><li>Biology courses play critical role in undergraduate education for all students </li></ul><ul><li>Students must be active, engaged partners in the educational mission of their campus </li></ul><ul><li>Faculty need communities focused on teaching and learning </li></ul><ul><li>Administrators must emphasize demonstrable excellence in teaching and learning in their strategic plans and value, promote, and reward teaching excellence </li></ul><ul><li>Professional societies can increase awareness of the critical nature of undergraduate biology education, and contribute to the professional development of their members in this arena. </li></ul><ul><li>Funding agencies can value teaching and learning via review criteria in grant applications </li></ul>C. Brewer, PERG, 2/2011
  12. 12. VISION AND CHANGE IN UNDERGRADUATE BIOLOGY EDUCATION: A Call to Action 2009 2010 2011 C. Brewer, PERG, 2/2011

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