Vision and Change in Undergraduate Biology Education: A Call to Action Presentation to Faculty for Undergraduate Neuroscience, July 2011

By M. Ledbetter. Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience, 2012

1,248 citations recorded by the source corpus.

The biology of the 21st century requires a revolution in teaching that corresponds to the revolution that the discipline experienced in the last decades of the 20th century. Consensus is not a tradition in the many disparate subdisciplines that constitute modern biology, but the demands of effective instruction prompted an unprecedented series of conversations among all the stakeholders of undergraduate biology education. A culminating conference resulted in consensus on both the form and substance of modern biology courses: They should emphasize repeatedly five core concepts and six core competencies in a student-centered, inquiry-driven pedagogy modeled on a number of “best practices.” The conference report can serve as a guide to individual faculty members, departments, and institutions seeking to reform their teaching practices.

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Citations in the corpus

Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “Students who go on to have successful careers in science or engineering must be problem solvers, skilled in quantitative reasoning and modeling, effective at communication and cross-disciplinary collaboration, and cognizant of relationships between science and society (Brewer and Smith, 2011).”
Rubrics to assess critical thinking and information processing in undergraduate STEM courses (2020, background): “Recent reports from multiple countries (Brewer & Smith, 2011; National Research Council, 2012; Singer et al., 2012; The Royal Society, 2014) indicate that these skills are emphasized in multiple undergraduate academic disciplines, and annual polls of about 200 hiring managers indicate that…”
Faculty Perspectives on Developing and Teaching Course-Based Undergraduate Research Experiences (2016, background): “National reports and funding agencies have advocated for the widespread implementation of CUREs because of the reported positive student outcomes (NRC 2003, Brewer and Smith 2011).”
A Broadly Implementable Research Course in Phage Discovery and Genomics for First-Year Undergraduate Students (2014, unknown): “Providing authentic research experiences to undergraduate students and directing them toward careers in STEM is a priority of science education in the 21st century (1–4).”