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

为支持戈登本科生物教育研究会议而颁发了一个奖项。本次会议将于2015年7月12日至17日在缅因州贝茨学院举行。本科科学教育对科学教育研究者、校园领导者、科学家、政治家和国家技术产业至关重要。改革建议包括呼吁增加STEM毕业生的多样性和数量，扩大基于证据的教学和学习方法的使用规模，提高学生进行科学研究的能力，因为科学研究在本质上越来越跨学科。现在有一个坚实的研究基础，支持对本科课程进行重大改革，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，将学习评估与课程成果和教学策略相结合，为本科生提供更多的研究经验，并将高中、社区大学和四年制大学课程的成果和教学法结合起来。本次会议将汇集来自很少互动的社区的学者（生物学研究人员，生物学讲师，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，以促进我们对更系统地改变本科生物学课程和为未来研究综合新方向所需要的理解。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。需要解决的关键问题包括：尖端的教学和评估技术，阐明阻碍生物学项目系统性变化的生物学领域的共同挑战，确定变化的杠杆，描述长期测量和监测变化的机制和策略，以及确定系统性变化对学生学习和坚持的影响，重点关注代表性不足的少数群体。现在有一种新兴的研究和报告的融合，从校园中兴起，并受到国家项目的推动，如愿景和变化，脉冲，以及nsf资助的本科生物学教育研究协调网络。这为戈登研究会议的参与者创造了一个机会，可以解决即将出现的问题，这些问题代表着新的挑战、战略和技术，有可能加快本科STEM教育的变革速度。

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.