TY - JOUR
T1 - Summer Institute to Improve University Science Teaching
AU - Pfund, Christine
AU - Miller, Sarah
AU - Brenner, Kerry
AU - Bruns, Peter
AU - Chang, Amy
AU - Ebert-May, Diane
AU - Fagen, Adam P.
AU - Gentile, Jim
AU - Gossens, Sandra
AU - Khan, Ishrat M.
AU - Labov, Jay B.
AU - Pribbenow, Christine Maidl
AU - Susman, Millard
AU - Tong, Lillian
AU - Wright, Robin
AU - Yuan, Robert T.
AU - Wood, William B.
AU - Handelsman, Jo
PY - 2009/4/24
Y1 - 2009/4/24
N2 - Introductory science courses at large universities in the United States serve as the portals that connect undergraduates to frontiers in research and scientific ways of thinking (1-3). According to the National Research Council report, BIO2010 (4), however, teaching practices have not changed in correspondence with advances in scientific research. Consequently, the gateway through which most students pass is antiquated and misrepresents the interdisciplinary, collaborative, evidencebased culture of science. To provide faculty with the knowledge and skills they need to improve undergraduate teaching, BIO2010 recommended an annual summer institute for biology faculty devoted to teaching and learning. Here, we report the design of such an institute and its impact on participants' teaching practices, challenges faced when they returned to their institutions, and how they disseminated institute practices.
AB - Introductory science courses at large universities in the United States serve as the portals that connect undergraduates to frontiers in research and scientific ways of thinking (1-3). According to the National Research Council report, BIO2010 (4), however, teaching practices have not changed in correspondence with advances in scientific research. Consequently, the gateway through which most students pass is antiquated and misrepresents the interdisciplinary, collaborative, evidencebased culture of science. To provide faculty with the knowledge and skills they need to improve undergraduate teaching, BIO2010 recommended an annual summer institute for biology faculty devoted to teaching and learning. Here, we report the design of such an institute and its impact on participants' teaching practices, challenges faced when they returned to their institutions, and how they disseminated institute practices.
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U2 - 10.1126/science.1170015
DO - 10.1126/science.1170015
M3 - Short survey
C2 - 19390031
AN - SCOPUS:65449128173
VL - 324
SP - 470
EP - 471
JO - Science
JF - Science
SN - 0036-8075
IS - 5926
ER -