Introductory Biology Education Specialists (IBES) Meeting
Total Page：16
File Type：pdf, Size：1020Kb
CALL FOR APPLICATIONS Introductory Biology Education Specialists (IBES) Meeting
DEADLINE: MARCH 5, 2010
WHO: Faculty who: 1) teach (or coordinate) undergraduate introductory biology and 2) engage in some type of research specifically related to the unique challenges of the introductory, or first year, undergraduate biology courses for both majors and/or non-majors.
WHAT: A meeting to identify current focus areas in undergraduate introductory biology education research, gaps in this research, and future directions. The participants will also identify ways to address the needs of the community to allow communication and collaboration about progress, opportunities, active research, and results. A key outcome of this meeting is the creation of research collaborations among those working on common issues and questions so that they can identify a need and then carry out a specific task after the meeting. This might be, for example, writing a proposal to support future projects or an overview paper for a biology education journal.
WHERE: At a hotel near the Dallas-Fort Worth Airport.
WHEN: Friday, June 11th at 5:00 pm through Sunday, June 13th at 12:00 noon
WHY: To meet others engaged in education research specifically focused on the introductory courses in biology, to contribute to the conversation about the future directions in the field, to share your research, to identify potential collaborators, and to help define the needs of this fragmented community.
HOW: Complete the attached application form and send it as an attachment, along with any supporting files, via email by March 5th at 5:00 pm Eastern time to Susan Musante at [email protected]. You will be contacted by end of the day on March 29th if you have been selected to participate.
NOTE: Each participant will receive $500 to offset their travel expenses: airfare, parking, ground transportation. The project will pay for hotel accommodations, meals, and hotel meeting rooms. Any additional expenses will need to be paid for by participants.
ABOUT THE PROJECT: This meeting is part of a larger project, the first NSF Research Coordination Network grant for Undergraduate Biology Education (RCN-UBE): the Introductory Biology Project (IBP; http://ibp.ou.edu/). IBP aims for a shared vision of introductory biology education, including effective teaching and learning practices, through networks to connect the biology education community.
MEETING PLANNING COMMITTEE: Charlene D’Avanzo, Hampshire College; Laurel Hartley, University of Colorado-Denver; April Maskiewicz, Point Loma Nazarene University; Mary Pat Wenderoth, University of Washington; Kathy S. Williams, San Diego State University; and Susan Musante, American Institute of Biological Sciences
CONTACT: Charlene D’Avanzo: [email protected] or Susan Musante: [email protected], 540-305-4125. Introductory Biology Education Specialists (IBES) Meeting
APPLICATION FORM – 3 pages
INSTRUCTIONS: Please fill in the contact and demographic information and respond to all 13 questions. Submit as an attachment, along with electronic versions of any supplemental materials, via email to Susan Musante, [email protected], by March 5th at 5:00 pm Eastern time. Question? Contact Susan at 540-305-4125 or Charlene D’Avanzo at [email protected].
DEADLINE: March 5th, 2010
You will be contacted by end of the day on March 29th if you have been selected to participate.
Name:
Email:
Institution:
Address:
City/State/Zip:
Phone:
Degrees (science, education): ______Year Earned: ______
Gender: ❑ Male ❑ Female
Ethnic Background (optional): ❑ White ❑ Black ❑ Hispanic ❑ Asian/Pacific ❑ Native American ❑ Other
1. What is/are your area/s of education research?
2. What is your biological discipline? 3. Which scientific societies or other professional organizations do you belong to?
4. What professional meetings do you regularly attend?
5. Describe the introductory biology course you teach, or other courses you teach that are relevant for this meeting.
6. Who are the students?
❑ Biology majors ❑ Non-majors ❑ Other:
7. What percentage of your student population is from underrepresented groups?
❑ < 25% ❑ 25-50% ❑ 50-75% ❑ >75% ❑ Don’t know
8. Please provide 2-3 examples of your current research. These can include: grant project summary, paper abstract (published or in press), abstracts from meetings (papers, posters, workshops), or descriptions of works-in-progress. (Can attach separately.)
9. In which of these areas are you currently working? (check all that apply and/or fill in “other”)
Conceptual assessment tools (ex: concept inventories, diagnostic question clusters, other assessment tools) Application of cognitive science research Authentic and/or inquiry-based science Effects of undergraduate research on student science learning/attitudes/career choices Nature of Science Active teaching strategies Research methodologies (ex: statistics for education research or collecting and analyzing qualitative data) Use of technology in the classroom Social and ethical aspects of biology Visualizations for learning biological processes - representations (including diagrams in textbooks) Integrating biology across the disciplines-- make connections for students across disciplines in intro courses Curriculum design- intro course as a foundation for Biology Other: ______
10. Which of the following areas would you be interested in exploring further? (check all that apply and/or fill in “other”)
Conceptual assessment tools (ex: concept inventories, diagnostic question clusters, other assessment tools) Application of cognitive science research Authentic and/or inquiry-based science Effects of undergraduate research on student science learning/attitudes/career choices Nature of Science Active teaching strategies Research methodologies (ex: statistics for education research or collecting and analyzing qualitative data) Use of technology in the classroom Social and ethical aspects of biology Visualizations for learning biological processes - representations (including diagrams in textbooks) Integrating biology across the disciplines-- make connections for students across disciplines in intro courses Curriculum design- intro course as a foundation for Biology Other: ______
11. Briefly, what do you think are the big questions in undergraduate biology education specifically related to the introductory course for majors and non-majors?
12. What are examples of recent important advances in the field? 13. A key goal of this meeting is identification of future directions and questions for education research focused specifically on the undergraduate Introductory Biology course(s). Any ideas about these directions and questions?