Summer Institute to Improve University Science Teaching

Christine Pfund, Sarah Miller, Kerry Brenner, Peter Bruns, Amy Chang, Diane Ebert-May, Adam P. Fagen, Jim Gentile, Sandra Gossens, Ishrat M. Khan, Jay B. Labov, Christine Maidl Pribbenow, Millard Susman, Lillian Tong, Robin Wright, Robert T. Yuan, William B. Wood, Jo Handelsman

Research output: Contribution to journalShort surveypeer-review

83 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)470-471
Number of pages2
JournalScience
Volume324
Issue number5926
DOIs
StatePublished - Apr 24 2009

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