Biology Scholars Program

• Goal: Develop faculty expertise in evidenced-based science education reform

• Three components– Research – practices SoTL– Transitions - publishing science education research– Leadership - undergraduate reform

• Applications required; multiyear residency

• 7 life sciences professional societies and Carnegie Foundation for Advancement of Teaching

www.biologyscholars.org

Partners and Sponsors• Life science partners

– American Association for the Advancement of Science– American Institute of Biological Sciences– American Physiological Society– American Society for Biochemistry and Molecular Biologt– American Society for Cell Biology– Ecological Society of America– Genetics Society of America

• Carnegie Foundation for the Advancement of Teaching • National Science Foundation CCLI Project

Managed by: American Society for Microbiology

Funded by:National Science Foundation

Program Features• Three themes

– Science education research– Science education publishing– Educational leadership

• Applications & institutional support required

• Intensive, multi-day kick-off institute

• 1 year virtual residency w. 5 year tracking – Follow-up meetings– E-discussions – E-mentoring– Personal benchmarks

Outcomes: Research Residency

• Develop a hypothesis to explore student learning in biology

• Design an experiment using their classes to test the hypothesis

• Identify existing resources regularly used to assess student learning

• Understand methods of collecting and interpreting data used to measure student learning

• Understand IRB requirements for conducting research on students

• Identify appropriate venues for publishing their research

Outcomes: Transitions Residency

• Situate their work within the context of the field. • Identify the developmental stage of their work (e.g., preliminary versus

complete) and, if still in development, additional steps required for publication

• Develop a plan, as necessary, for additional data collection and analysis  • Organize data and outline a manuscript according to publication guidelines • Identify the characteristics of a good story • Develop abstracts that clearly summarize the research described in the

article • Identify and select appropriate journals and on-line venues for submission

of manuscripts • Understand guidelines for preparing manuscripts and assigning authorship • Cite references and resources accurately • Develop a plan to dedicate time for writing • Seek mentoring and support for publishing life science education research

from the biological sciences community as well as social science researchers, organizational psychologists and anthropologists

Research Residency (4 years) 64 Participant Scholars

• 2005-2006 Cohort (ASM Scholars-In-Residence-ASMSIR- 3-year pilot)16 participants; 14 women, 2 men

• 2006-2007 Cohort (ASMSIR)

15 participants; 7 women, 8 men• 2007-2008 Cohort (ASMSIR)

13 participants; 9 women, 4 men• 2008-2009 Cohort (BSP)

20 participants; 15 women, 5 men

Evaluation of Research Residency Scholars Agree to 5-year tracking

• Participation– Number and demographics of participants– Continue throughout the year? Any attrition?

• Satisfaction– Do they enjoy the residency?– Is it what they expected?

• Learning– What did they learn?– Did they learn what you intended?

• Application– Are they using what they learned?– In what ways?

• Overall Impact– Publications and presentations– Participation in the Writing Residency or Leadership Residency

Satisfaction (3 Cohorts)

The outcomes have all been positive. I have gained new tools with which to pursue my research and have a network of scholars with whom I can share and learn from in this pursuit.

The ASM Scholars experience gave me the confidence to take an initial attempt at SoTL and turn it into a part of my research program.

Before NowI feel part of a community of teachers

3.00 4.56

I am a good teacher

3.92 4.32

I am satisfied with the teaching materials that I create

3.60 4.24

Learning (3 Cohorts)Describe your practice of SoTL:

I think about what I want to know about my students and their learning and apply methods to answer those questions.

I develop assessment instruments to use in my classroom in an attempt to determine how changes I make in my teaching style affect student learning.

Before Now

Assessing student learning and revising teaching methods accordingly

2.75 4.08

Developing learning goals that reflect the nature of science

3.17 3.96

Developing learning goals based on students’ understanding of material

2.71 3.88

Identifying and solving teaching challenges

3.33 4.21

Including regular formative assessment in courses

2.84 3.02

Drawing on knowledge and experience of colleagues

3.30 4.18

Application (3 Cohorts)I used a mixed methods approach to assess student learning in an advanced molecular biology course; one tool was a written grant proposal to assess higher order thinking skills.

I have asked students to write reflective journals weekly. I have scored these to see how their thinking about the lab becomes more or less scientific over the course of a semester.

Which of the following have you done due to your participation as an ASM Scholar? Please check all that apply.Gained IRB approval to conduct classroom research   20 80%Sought "human subjects" approval from my students   18 72%Identified a teaching problem to resolve through classroom research   23 92%Identified literature related to a teaching problem   23 92%Identified a research method or approach to address the teaching problem   19 76%Conducted research on some aspect of my teaching   23 92%Gathered and interpreted data about my teaching   24 96%Changed my teaching due to the results of my research   19 76%

Application (3 Cohorts)Completing one 4-year study on active learning; working on one study involving high school teachers and students; and starting a project to revise the curriculum and assess learning in an intro biology course.

I have revised my course to include active learning experiences and online discussions of scientific readings.

Before Now

Measuring student learning 2.64 4.16

I am interested in publishing my findings about student learning

2.92 4.48

I regularly experiment with new teaching approaches

3.44 4.48

Giving and receiving constructive feedback about teaching

2.92 3.96

I can mentor other teachers and teachers-in-training

2.92 4.48

Overall Impact (3 Cohorts)

If anything, I am a more fierce advocate of SoTL and feel strongly that SoTL must be seen on par with traditional, disciplinary, discovery-based scholarship, especially for tenure and promotion.

I am so centered on student learning that I rarely take time to administer the teaching evaluations!

Which of the following have you done due to your participation as an ASM Scholar?

Presented about teaching and learning to my department/ campus colleagues   21 84%Served as a reviewer or panelist about teaching and learning   9 36%Received a teaching award or similar honor   6 24%Had teaching recognized in a tenure or promotion review   5 20%Gave a presentation about teaching and learning at a professional meeting   20 80%

Submitted a manuscript for publication about teaching and learning   8 32%Published findings from a study of my teaching   5 20%Attended other teaching and learning events (courses, seminars) for professional development   22 88%

Barriers and Challengesfor Scholars

• IRB process at institution• Unsupportive administration• Time to implement• Still learning how to practice SoTL• Resistant or unsupportive colleagues• Student issues - resistance, attrition• Not supported by discipline, profession• Pre-tenure

Research Scholars - Next Steps

• January 2009 Writing Residency Pilot held (now Transitions Residency); 5 participants

• July 2009 Research Residency Scholars selected; 21 participants

• 2010 and beyond-establish leadership Program

Applying to the Biology Scholars Program

Transitions ResidencyJun 14-17, 2010, Washington, DCApplication deadline: Feb 1, 2010

Research ResidencyJul 14-17, 2010, Washington, DC

Application deadline: March 1, 2010 www.biologyscholars.org