A Summary of
Recommendations
From the
National Conference
C. Brewer, U MT, 2/2010
Understanding Key Concepts and Competencies
C. Brewer, U MT, 2/2010
Student-Centered Classrooms and Learning Outcomes
• Introduce scientific process early and integrate
it throughout all undergraduate biology courses
• Research experiences should be an integral
component of biology education for all students,
regardless of major (inquiry-rich labs and case
investigations)
• Active, outcome-oriented, inquiry-driven and
relevant courses. Curriculum should not rely on
textbooks as the sole source of info.
• Define learning goals and align assessments to
focus on conceptual understanding - use data to
improve and enhance learning
•Structure curriculum to address student needs
And Most Importantly: What Students Said…
• Open ended questions
• Small groups & chances for discussion
& troubleshooting
• PPT plus, demonstrations, media (You
Tube), case studies & use of real data
• Quizzes during and after lectures
• More essay questions on exams
• Teach students how to learn so they can
gain depth on their own & provide
research and outside learning &
community-based opportunities
• More topic-based or concept-oriented
courses, especially for non-majors
• More avenues for student feedback
… 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, U MT, 2/2010
Strategies for Change
• Departments must regularly examine their teaching practices &
leverage resources to actively build a culture that support the
scholarship of teaching and learning. (Moving beyond the lone
faculty & including cross department planning)
• Course evaluation and assessment data must be used to
demonstrate to both faculty and administrators that improved
teaching and learning using active learning strategies contribute to
student outcomes and departmental and institutional goals.
• Students must be active, engaged partners in the educational
mission of their campus, including conversations about how to
improve biology education
C. Brewer, U MT, 2/2010
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.
 Education Committees
 Websites or digital libraries with teaching resources
 Travel awards for undergraduate students to attend professional
society meeting
 Undergraduate poster or essay competitions
 Biology Scholars Professional Development Opportunities &
Undergraduate Education Conferences
 Education Journals or Education Articles in Research Journals
 Mentoring Awards
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Elements of Vision and Change
Initiative
 Engaged and mobilized life science community
 Conference Summary Report
 Conference Proceedings (due Summer 2010)
 Website and Facebook Page - see
www.visionandchange.org
 Exploratory grants program*
 Vision and Change Conference II to explore what
we have changed (proposed)
*To be described by NSF representatives
C. Brewer, U MT, 2/2010
For More Information
VISION AND CHANGE WEBSITE: View videos,
PowerPoint presentations, and poster abstracts at the
conference website:
http://www.visionandchange.org/
Join the “Transforming Undergraduate Biology
Education” FACEBOOK group to share ideas, post
information on successful projects and teaching tools,
and announce upcoming meetings:
http://www.facebook.com/group.php?gid=1297551
54551
C. Brewer, U MT, 2/2010
http://visionandchange.org/
In a great irony, the academy itself may be the
last obstacle to improving the quality of
biology education for all students. Thus,
raising the profile of science education
within biology departments and ensuring that
the academic culture values both faculty
teaching and student learning should be
everyone’s highest priorities, truly a cultural
change on many campuses.
C. Brewer, U MT, 2/2010
An Agenda for
Change
If not now, when?
If not us, then who?
C. Brewer, U MT, 2/2010