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Full-Text Articles in Education
Redesigning Introductory Biology: A Proposal, Eileen Gregory, Craig Lending, Amanda N. Orenstein, Jane P. Ellis
Redesigning Introductory Biology: A Proposal, Eileen Gregory, Craig Lending, Amanda N. Orenstein, Jane P. Ellis
Faculty Publications
With the increasing complexity and expansion of the biological sciences, there has been a corresponding increase in content in the first-year introductory biology course sequence for majors. In general this has resulted in courses that introduce students to large amounts of material and leave little time for practicing investigative science or skill development. Based on our analysis of data compiled from 742 biology faculty at a variety of institutions across the United States, we verified that there is strong agreement on the content appropriate for introductory biology courses for majors. Therefore, we propose that faculty teaching these courses focus primarily …
A Proposal For A Common Minimal Topic Set In Introductory Biology Courses For Majors, Eileen Gregory, Jane P. Ellis, Amanda N. Orenstein
A Proposal For A Common Minimal Topic Set In Introductory Biology Courses For Majors, Eileen Gregory, Jane P. Ellis, Amanda N. Orenstein
Faculty Publications
A common complaint among instructors of introductory biology courses is the course covers too much material. Without a national consensus specifying which topics are essential, instructors are leery of excluding material. A survey was administered to Two-Year College and Four-Year College and University section members of the National Association of Biology Teachers (NABT) to identify the topics and skills college and university biology instructors believe students completing introductory biology should know and comprehend. Analysis identified a strong consensus for twenty topics and seven skills that should be included in all year-long introductory college biology course sequences for majors.
Labor Pains In The Academy, Lisa M. Tillmann Ph.D.
Labor Pains In The Academy, Lisa M. Tillmann Ph.D.
Faculty Publications
This piece offers autoethnographic reflections on crossroads to which many academics come: whether to seek (or postpone or avoid) parenthood and when. The author deeply explores the personal (her own trajectories from daughter and sister to potential mother and from graduate student to full professor) in order to reflect on structural constraints associated with graduate education, the academic job market, and institutional policies and politics.