CBE-LSE is a free, online quarterly journal published by the American Society for Cell Biology (ASCB). publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, CBE-LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
The official journal of the National Association for Research in Science Teaching publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science and Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, or case study research approaches; position papers; policy perspectives; critical reviews of the literature; research briefs; and comments and criticism.
The journal of the National Association of Biology Teachers publishes articles on topics such as modern biology content, biology teaching strategies for both the classroom and laboratory, field activities, and a wide range of assistance for application and professional development. Each issue features reviews of books, classroom materials, technology products, and "Biology Today." Published 9 times a year by the National Association of Biology Teachers, the journal also covers the social and ethical implications of biology and ways to incorporate such concerns into instructional programs. Some of the articles are available for free from ABT online.
JMBE is sponsored by the American Society for Microbiology (ASM; www.asm.org) a professional life science society with more than 39,000 members in the United States and abroad. JMBE publishes original, previously unpublished, peer-reviewed articles. The scientific scope of the journal is rooted in microbiology while branching out to biology. The educational scope of the journal is primarily undergraduate education; however, submissions that feature good pedagogy and good design used in kindergarten through high school education or graduate and professional (e.g., medical school) education will be considered for publication. JMBE is referenced in Directory of Open Access Journals, CrossRef, and PubMed Central, and articles are freely available online.
The aim of BAMBED is to enhance teacher preparation and student learning in Biochemistry, Molecular Biology, and related sciences such as Biophysics and Cell Biology, by promoting the world-wide dissemination of educational materials. BAMBED seeks and communicates articles on many topics, including: Innovative techniques in teaching and learning, new pedagogical approaches, research in biochemistry and molecular biology education, and reviews on emerging areas of Biochemistry and Molecular Biology to provide background for the preparation of lectures, seminars, student presentations, dissertations, etc., novel and proven laboratory experiments that have both skill-building and discovery-based characteristics.
BioScene is a refereed biannual publication of the Association of College and University Biology Educators (ACUBE). Articles include laboratory and field studies that work, course and curriculum development, innovative and workable teaching strategies that include some type of evaluation of the approaches, and approaches to teaching some of the ethical, cultural, and historical impacts of biology.
The CUR Quarterly serves as the official public "voice" of the Council on Undergraduate Research to both its members and to a broader community. Its purpose is to provide useful and inspiring information about student-faculty collaborative research and scholarship from all types of institutions. The goal and function is to advance the mission of CUR.
HHMI Professor Jo Handelsman and her colleagues at the Wisconsin Program for Scientific Teaching (WPST) have distilled key findings from education, learning, and cognitive psychology and translated them into six chapters of digestible research points and practical classroom examples. The recommendations have been tried and tested in the National Academies Summer Institute on Undergraduate Education in Biology and through the WPST. Scientific Teaching is not a prescription for better teaching. Rather, it encourages the reader to approach teaching in a way that captures the spirit and rigor of scientific research and to contribute to transforming how students learn science.
Written for scientists who want to learn more about how science education research is done and how to get started in discipline-based education research, this book provides an introduction to the philosophical and practical differences between more familiar traditional scientific research and the more unfamiliar domain of sociological research. The authors provide rubber-meets-the- road guidance for getting projects off the ground, to help both first-time and experienced researchers improve classroom practice and contribute to the knowledge base on the teaching and learning of science.
This book is a collected series of popular teaching articles from the open-access, online journal CBE-Life Sciences Education. The essays are practical guides that share insights and strategies for teaching science, appropriate for both the new instructor and those who have been teaching for many years. The book is divided into four parts, which act as overarching themes to the included articles: Part 1- How Can I Engage My Students in Learning?, Part 2- How Can I Know That My Students Are Learning?, Part 3- How Can I Engage All of My Students?, and Part 4- How Can I Continue My Professional Growth in Science Education?
Why is it so hard to make lasting changes in our companies, in our communities, and in our own lives? The primary obstacle is a conflict that’s built into our brains. Psychologists have discovered that our minds are ruled by two different systems—the rational mind and the emotional mind—that compete for control. The rational mind wants to change something at work; the emotional mind loves the comfort of the existing routine. This tension can doom a change effort—but if it is overcome, change can come quickly. In Switch, the Heaths show how everyday people have united both minds and, as a result, achieved dramatic results.
The tipping point is that moment when an idea, trend, or social behavior crosses a threshold, tips, and spreads like wildfire. Just as a single sick person can start an epidemic of the flu, so too can a small but precisely targeted push cause a fashion trend, the popularity of a new product, or a drop in the crime rate. Malcolm Gladwell explores and illuminates the tipping point phenomenon, describing the factors that contribute to the sudden spread of an idea.
This revised and expanded edition of the 1988 handbook offers teachers at all levels how-to advice on classroom assessment, including: What classroom assessment entails and how it works; How to plan, implement, and analyze assessment projects; Case studies that detail the real-life classroom experiences of teachers carrying out successful classroom assessment projects.; Fifty classroom assessment techniques; Step-by-step procedures for administering the techniques; Practical advice on how to analyze your data.
Distilling the research literature and translating the scientific approach into language relevant to a college or university teacher, this book introduces seven general principles of how students learn. The authors have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; organizational behavior) to identify a set of key principles underlying learning, from how effective organization enhances retrieval and use of information to what impacts motivation. Integrating theory with real-classroom examples in practice, this book helps faculty to apply cognitive science advances to improve their own teaching.
This report describes the set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. The report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Available as a free pdf download from the National Academy Press web site.
This book has been newly expanded to show how the theories and insights can translate into actions and practice, making a real connection between classroom activities and learning behavior. This book offers new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. Available as a free pdf download from the National Academy Press web site.
Enhancing Campus Capacity for Leadership explores a mostly untapped resource on college campuses—the leadership potential of staff and faculty at all levels. This book contributes to the growing tradition of giving voice to grassroots leaders, offering a unique contribution by honing in on leadership in educational settings. In an increasingly corporatized environment, grassroots leadership can provide a balance to the prestige and revenue seeking impulses of campus leaders, act as a conscience for institutional operations with greater integrity, create changes related to the teaching and learning core, build greater equity, improve relationships among campus stakeholders, and enhance the student experience. The text documents the stories of grassroots leaders, including the motivation and background of these "bottom up" beacons, the tactics and strategies that they use, the obstacles they overcome, and the ways that they navigate power and join with formal authority. This investigation also showcases how grassroots leaders in institutional settings, particularly more marginalized groups, can face significant backlash. While we like to believe that organizations are civil and humane, the stories in this book demonstrate a dark side with which we must reckon. The book ends with a discussion of the future of leadership on college campuses, examining the possibilities for shared and collaborative forms of leadership and governance.
Taking the Reins is based on the ACE Project on Leadership and Institutional Transformation, a five-year effort funded by the W. K. Kellogg Foundation involving 23 diverse institutions working on transformational change. This book focuses on a sub-set of six institutions that had made the most significant change at the end of five years. The key findings of the study include an identified set of core change strategies, the interrelationship among these strategies, the importance of helping people think differently, and the need for sensitivity to institutional culture. The authors formulate a coherent model, which they call the Mobile Model of Change. The mobile is used as a metaphor for the process of transformational change because it illustrates how the identified change strategies work together.
The audience for this book includes presidents and provosts, deans, and department chairs and faculty committee chairs, as well as other campus administrators. Other potential readers include higher education scholars and leadership development programs that incorporate modules on change management.
Ebert-May (Michigan State U.) and Janet Hodder (U. of Oregon) present several models for evidence-based science instruction at the advanced high school and undergraduate levels. A teaching concept is introduced in each section and combined with a scholarly article on a science issue toward which the practices discussed can be applied. The contributors center lessons around topics that include climate change and confronting student ideas; revealing the ocean's etiology to earthbound students; ecological controversy; reading science and collaborative inquiry; novel assessments of student learning; homework preparation for students, and bridging the path from instruction to research.
PULSE was established and funded from 10/1/2012 - 9/1/2013 by the National Science Foundation, the National Institute of General Medical Sciences (NIH), and the Howard Hughes Medical Institute. Currently, the PULSE V&C Toolkit is funded by NSF.
