Education at the National Academies.
نویسنده
چکیده
In the previous issue of CBE (Vol. 1, Winter 2002), Bruce Alberts, president of the National Academy of Sciences, provided readers with an overview of some of our many initiatives in education (pp. 109–110). Much of that article focused on the work within the Center for Education of the National Research Council (NRC).1 That issue also contains an article by ASCB member William Wood (pp. 123–127) about a recent NRC report on advanced study programs for high-school students (with a focus on the Advanced Placement and International Baccalaureate programs in biology, chemistry, mathematics, and physics), as well as a review of the report (NRC, 2002). In a future issue of CBE, NRC program officer Kerry Brenner will describe a major report from the Academies, BIO2010: Transforming Undergraduate Education for Future Research Biologists. Here, I discuss three other education activities across the National Academies that are likely to be of interest to biologists. The National Academies publishes some 250 technical and popular reports each year on topics related to virtually all aspects of science and public policy.2 It convenes more than 500 committees annually with the aid of more than 6000 committee members. The NRC is comprised of autonomous disciplinary boards and study committees that are overseen by larger divisions. As with other types of institutions, collaboration is sometimes constrained by financial and other barriers. However, under Alberts’s leadership, the National Academies is making a concerted effort to foster greater coordination and collaboration among its education initiatives, with the Center for Education serving as the nucleus of education knowledge that can be shared with other program units in the disciplines. For example, while the NRC’s Board on Life Sciences assumed primary responsibility for producing
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عنوان ژورنال:
- Cell biology education
دوره 2 3 شماره
صفحات -
تاریخ انتشار 2003