Undergraduate Biology Education Research: Investigation and Implementation Conference, July 12-17, 2015 at Bates College in Maine

一个奖项已作出支持戈登研究会议本科生物教育研究。 本次会议将于2015年7月12日至17日在缅因州的贝茨学院举行。本科科学教育对科学教育研究人员、校园领导、科学家、政治家和国家的技术产业至关重要。改革的建议包括呼吁增加STEM毕业生的多样性和数量，增加使用循证教学和学习方法的规模，以及提高学生进行跨学科科学的能力。现在有一个坚实的研究基础，支持对本科课程进行重大改变，例如关注主要概念和知识的应用，使用更多基于证据的教学策略，使学习评估与课程成果和教学策略保持一致，提供更多研究经验本科生，并调整整个高中的成果和教学法，社区学院和四年制机构项目。这次会议将汇集来自社区的学者，（生物学研究人员，生物学教师，科学教育研究人员，教师发展专家，和科学学会的领导者），但他们在重叠的领域工作，以促进我们对如何更系统地改变本科生物学课程和为未来研究综合新方向的理解。虽然会议将重点关注从事生物教学的社区，但也将邀请其他学科的研究人员参与讨论。要解决的关键问题包括：尖端的教学和评估技术，阐明整个生物学的共同挑战，阻碍生物学计划的系统性变化，确定变化的杠杆，描述长期测量和监测变化的机制和策略，并确定系统性变化对学生学习和坚持的影响，重点是代表性不足的少数民族。现在有一个新兴的研究和报告的汇合，从校园上升，并由国家项目，如愿景和变化，脉冲，和NSF资助的研究协调网络在本科生物学教育的刺激。这为戈登研究会议的参与者创造了一个机会，以解决代表新挑战，战略和技术的问题，这些问题有可能加快本科STEM教育的变化速度。

An award has been made to support a Gordon Research Conference on Undergraduate Biology Education Research. This Conference will take place from July 12-17, 2015 at Bates College in Maine. Undergraduate science education is of critical interest to science education researchers, campus leaders, scientists, politicians, and the nation's technology industry. Among recommendations for reform are calls for increasing the diversity and numbers of students who graduate with STEM, increasing the scale at which evidence-based teaching and learning approaches are used, and increasing the abilities of students to conduct science that is becoming more interdisciplinary in nature. There is now a solid base of research that supports making significant changes to undergraduate programs such as focusing on major concepts and the application of knowledge, using more evidence-based teaching strategies, aligning learning assessment with course outcomes and teaching strategies, providing more research experiences for undergraduate students, and aligning outcomes and pedagogy across high school, community college and four-year institution programs.This conference will bring together scholars from communities that rarely interact (biology researchers, biology instructors, science education researchers, faculty development specialists, and leaders of scientific societies) but who are working in overlapping arenas to advance our understanding of what it takes to more systemically change undergraduate biology programs and to synthesize new directions for future research. While the conference will focus on the community engaged in biology instruction, investigators from other disciplines who can contribute to the discussion will also be invited. Key issues to be addressed include: cutting edge instructional and assessment techniques, elucidating the common challenges across biology that impede systemic change in biology programs, identifying the levers for change, describing mechanisms and strategies known for measuring and monitoring change over the long term, and determining the impacts of systemic change on student learning and persistence with a focus on underrepresented minorities. There is now a confluence of emerging research and reports, rising up from campuses and spurred by national projects such as Vision and Change, PULSE, and the NSF-funded Research Coordination Networks in Undergraduate Biology Education. This creates an opportunity for participants at this Gordon Research Conference to address issues on the horizon that represent new challenges, strategies, and technologies that have the potential to hasten the rate of change in undergraduate STEM education.