The Reinvention Center
Ebert-May, D., Hodder, J. , Williams, K., and Luckie, D. (2004). Pathways to Scientific Teaching. Frontiers in Ecology and the Environment 2(6):323.
Ebert-May, D., Williams, K., Luckie, D., and Hodder, J. (2004). Climate Change: Confronting Student Ideas. Frontiers in Ecology and the Environment 2(6):324-325.
Ebert-May, D. "Applying Principles of Learning: From Assessment to Research," Reinvention Center Conference (Nov. 2004): http://www.sunysb.edu/Reinventioncenter/Conference_04/proceedings.htm
Elgin, Sarah C.R. "Bringing Research into the Classroom: Life Sciences and Related Areas within Psychology," Reinvention Center Conference (Nov. 2004): http://www.sunysb.edu/Reinventioncenter/Conference_04/proceedings.htm
Full, Robert J. " The Reciprocal Relationships Among Research, Teaching, and Learning," Reinvention Center Conference (Nov. 2006): http://www.sunysb.edu/Reinventioncenter/conference2006/proceedings.htm
Frontiers in Ecology and the Environment, Pathways to Scientific Teaching, access (http://www.first2.org/resources/frontiers/scientific_teaching_first.html)
Hammer, S. "Enhancing Biological Understanding Through Undergraduate Field Research." The Journal of General Education 50 (3), 192-201. 2001.
Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Gentile, Lauffer S., Stewart, J., Tilghman, S.M., and Wood, W.B. (2004). Scientific Teaching. Science 304 (5670): 521-522.
Hodder, J., Ebert-May, D., Williams, K., and Luckie, D. (2004). Marine Pathology: Revealing the Ocean's Etiology to Earthbound Students. Frontiers in Ecology and the Environment 2(7):383-384.
Hoy, Ron. "Acknowledging Sound Knowledge," Reinvention Center Conference (Nov. 2006): http://www.sunysb.edu/Reinventioncenter/conference2006/proceedings.htm
Khodor, J., Halme, DG., and Walker, GC. (2004) A Hierarchical Biology Concept Framework: A Tool for Course Design. Cell Biology Education, 3, 111-121. www.cellbioed.org
Klymkowsky, Michael, Garvin-Doxas, Kathy, and Zeilik, Michael. (2003). Bioliteracy and Teaching Efficacy: What Biologists Can Learn from Physicists. Cell Biology Education, 2, 155-161.
Jones, Elizabeth. "Teaching and Learning in an Age of Technology: The Development of a Genetics Cognitive Tutor," Reinvention Center Conference (Nov.2004): http://www.sunysb.edu/Reinventioncenter/Conference_04/proceedings.htm
Life Sciences Education (journal from the American Society for Cellular Biology) www.lifescied.org
Lopatto, D. (2004) "Survey of undergraduate research experiences (SURE): First findings." Cell Biology, Ed. 3, 270-277
Pukkila, Patricia J. (2003). "Introducing Student Inquiry in Large Introductory Genetics Classes." Genetics Education: Innovation in Teaching and Learning Genetics (ed. Miriam E. Zolan).
Stearns, Tim. "In the natural sciences and engineering: Science education in the US: Training the next generation," Reinvention Center Conference (Nov. 2006): http://www.sunysb.edu/Reinventioncenter/conference2006/proceedings.htm
Williams, K. S., Ebert-May, D., Luckie, D., and Hodder, J. (2004). Ecological Controversy: Analysis to Synthesis. Frontiers in Ecology and the Environment 2(10):546-547.
Wood, W.B. (2003). Inquiry-based Undergraduate Teaching in Life Sciences at Large Research Universities: A Perspective on the Boyer Commission Report. Cell Biology Education, 2, 112-116.
Wood, W.B. (2003). Advanced High School Biology in a Era of Rapid Change: A Summary of the Biology Panel Report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools. Cell Biology Education, 1, 123-127.
|Web Sites and Survey Sources|
Klymkowsky, Michael, University of Colorado at Boulder: A collection of content information about introductory courses in the biological sciences. www.bioliteracy.net
Developmental Biology Course, University of Colorado at Boulder: Web site provides a format for introducing reading and analysis of primary scientific literature into a large lecture course. http://www.colorado.edu/MCDB/MCDB4650_FA04
Six-Star Science The American Physiological Society offers a community archive of "learning objects," or instructional materials, for teaching science to K-12 students and physiology to undergraduate, graduate, and professional students. The site also solicits contributions, which are reviewed by a committee before inclusion on the archive. http://www.the-aps.org/education/sixstarscience/index.htm
|Exemplary Programs and Practices|
A Community of Scholars, Vanderbilt University: HHMI-funded program to create a science community of undergraduates, graduate students, postdocs, researchers, and faculty. http://www.vanderbilt.edu/hhmi;
Department of Integrative Biology, the University of California at Berkeley: http://ib.berkeley.edu
Ebert-May D., Brewer, C.A., and Allred, S. (1997). Innovation in Large Lectures -- Teaching for Active Learning. Bioscience 47(9): 601-607.
The Exploration Program, Cornell University: Introduces potential Biology majors to research in their first year. http://instruct1.cit.cornell.edu/courses/biog105/
The Teaching Fellows Workshop: Organized through the Center for Teaching, the workshop will train teaching fellows who mentor undergraduate researchers in the Community of Scholars http://www.vanderbilt.edu/cft/hhmi/hhmi_main.htm
|Course and Curricular Innovation|
Research Explorations in Genomics, Washington University in St. Louis: A research-based course for upper-level students. http://www.nslc.wustl.edu/courses/Bio4342/bio4342.html
Studying the Genetic Basis of Disease Using Web-Based Bioinformatics Tools, Washington University in St. Louis: A computer-based research lab developed to provide an investigatory experience within a lecture course, to create a format for group work, and to introduce students to web-based bioinformatics tools and databases. http://www.nslc.wustl.edu/courses/Bio3055/bio3055.html
Undergraduate Quantitative Biology, University of California, Davis: A portal for the quantitative biology program which includes information on their intercollegiate minor in quantitative biology and bioinformatics, upper and lower division math and biology courses, and research opportunities. The "Modeling in Biology" course introduces students to quantitative approaches to biology using the software package Mathcad. The web site includes example Mathcad modules. http://quantbio.ucdavis.edu/
Stanford Biology 44: Instruction in basic lab techniques and design of independent projects for undergraduate biology and pre-med majors. http://www.stanford.edu/class/bio44/
Developmental Biology course website, University of Colorado at Boulder: Provides a format for introducing reading and analysis of primary scientific literature into a large lecture course. http://www.colorado.edu/MCDB/MCDB4650_FA04
Khodor, J., Halme, D.G., and Walker, G.C. (2004) A Hierarchical Biology Concept Framework: A Tool for Course Design. Cell Biology Education, 3, 111-121. www.cellbioed.org
National Academies Summer Institutes on Undergraduate Education in Biology http://www.academiessummerinstitute.org/
Faculty Institutes for Reforming Science Teaching (FIRST2), led by Dr. Diane Ebert-May, Michigan State University. www.first2.org