role of professional societies in undergraduate biology education: scholarly teaching and...
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Role of Professional Societies in Undergraduate Biology
Education: Scholarly Teaching and Scholarship of Teaching
Amy ChangEducation Director
American Society for MicrobiologyWashington, DC
Learning Goals• Identify unique roles of professional
societies• Understand editorial differences
between innovative curriculum activity and science education research article
• Describe the relationship between teaching excellence, scholarly teaching and the scholarship of teaching and learning (SoTL)
National Dissemination and National Networks
• Portal for biological sciences• >10,000 peer reviewed resources
• 11 societies and centers• National Science Digital Library
• http://www.biosciednet.org/portal/
• Curriculum Collection – innovative, active learning, assessment data– Cell structure and function, genetics, evolution and
diversity, microbes in humans, microbes in environment
• 500 images, animations, videos• 2500 resources for undergraduate • $25 subscription estore.asm.org
UN: CCLI2008PW: free
October 31, 2008
NetworksWhy?
• Access to– Information– Experts– Communities
How?• Speaker, presenter• Reviewer• Advisor
Legitimacy
• Peer review• Validate your
work• Visibility
Peer Review: Criteria for Curriculum Innovation• Content – learning
goals/objectives, context, safety • Process – innovative, active,
investigative• Instruction – clear, complete,
cohesive• Evaluation – plans, field-tested
Legitimacy: Peer Review Education Journals
Peer Review: Criteria for Publishing in JMBE
• Worthwhile – significance• Coherence – question-methods aligned• Competence – research embedded in
theory• Openness – inclusiveness• Ethics – IRB’s, acknowledgements• Credibility – Data/interpretation
support/refute hypothesis
Validation, VisibilityScholars Program• Bioscied Network (BEN) Scholars Program –
leaders in biology education digital libraries• Biology Scholars Program – leaders in
undergraduate biology education reform
Faculty for the 21st Century• PKAL faculty leaders for undergraduate
reform
National NSF Awardees
Advocacy
• Policies • Models• Experts• Guidelines
Advocacy: Scholarly Teachingand Scholarship of Teaching and
Learning (SoTL) Scholarly teaching is what every one of us
should be engaged in every day that we are in a classroom, in our office with students, tutoring, lecturing, conducting discussions, all the roles we play pedagogically. ... But it is only when we step back and reflect systematically on the teaching we have done, in a form that can be publicly reviewed and built upon by our peers, that we have moved from scholarly teaching to the scholarship of teaching
Lee Schulman, President of the Carnegie Foundation for the Advancement of Teaching
Teaching Excellence=Best approaches in teaching, tutoring,
discussing, mentoringstudents; investigative
Scholarship of Teaching and Learning=Scholarly teaching +
reflection + community property
Scholarly Teaching=Teaching excellence+
clear goals and expectations+evaluations+assessment
Advocacy: Scholarship of Teaching & Learning (SoTL)
Biology Scholars Program• Goal: Develop faculty expertise in evidenced-based science
education reform
• Three components– Research – practices SoTL (July 15-18, 2009)– Writing - publishing science education research) (January 7-10, 2009)– Leadership - undergraduate reform
• Applications required; multiyear residency
• 7 life sciences professional society and Carnegie Foundation for Advancement of Teaching
www.biologyscholars.org
Role of Professional Societies
• National Dissemination and Networks
• Legitimacy – Peer Review• Validation, Visibility• Advocacy – Policies and Practices
Questions?
www.MicrobeLibrary.org UN: CCLI2008
PW: freeExpires: October 31, 2008www.biologyscholars.org