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

Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?

Recent calls for reform, such as Vision and Change: A Call to Action, have described a vision to transform undergraduate biology education and have noted the need for faculty to promote this change toward a more iterative and evidence-based approach to teaching (American Association for the Advancement of Science [AAAS], 2011). A key challenge is convincing many faculty—not just a handful of fa...

Undergraduate Research Experiences in Biology: Alternatives to the Apprenticeship Model

This is the first in a series of articles exploring some of the approaches advocated in the American Association for the Advancement of Science’s (AAAS) Vision and Change in Undergraduate Biology Education (AAAS, 2011a), an effort within the biology community to address the needs of undergraduate education in the life sciences (Woodin et al., 2009, 2010) in response to the dramatic and rapid tr...

Proceedings of the Faculty for Undergraduate Neuroscience Workshops at Ithaca College, Ithaca, NY, July 30 - Aug 3, 2014.

Next Steps for Vision and Change: Moving from Setting the Vision to Change

A large part of the biology community, including faculty, students, and administrators, as well as representatives of professional societies and funding agencies, met in Washington, D.C., in 2009 to discuss how to bring biology undergraduate education into the 21st century. The aim was to ensure that biology faculty teach in a way that reflects exciting changes in the discipline and current kno...

Post–Vision and Change: Do We Know How to Change?

The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the "vision" but lack research-based models and evidence needed to guide the "change." To support this claim, I focus on several key topics, including evidenc...