Educating the vertebrate morphologists of the 21st century: technology pedagogy, and core concepts. International Congress of Vertebrate Morphology, 21-25 July 2019; Czech Republic

该奖项资助将于2019年7月在捷克共和国布拉格举行的国际脊椎动物形态学大会（ICVM）上举办的研讨会“教育21世纪的脊椎动物形态学家：技术，教学法和核心概念”。ICVM是国际脊椎动物形态学学会的三年一次会议。大会促进了在不同领域（如发育生物学、古生物学、功能形态学）工作的研究人员之间的国际合作，并为研究人员提供了互动的机会，并将脊椎动物形态学研究与其他生物科学领域相结合。由于许多参加大会的研究人员也向本科生教授比较脊椎动物解剖学，因此研讨会将提供分享教学实践的机会，将脊椎动物形态学领域与学生如何学习的教学研究结合起来。研讨会的一个主要目标是定义比较脊椎动物解剖学的核心概念，这是教育工作者使用的一种方法，让学生专注于学习大的思想和广泛的概念，而不是记忆事实。演讲者将分享基于证据的策略，以结合技术技能（如3D建模）和基于探究的教学（如社交媒体外展和服务学习）。研讨会的中心目标是使比较脊椎动物解剖学更容易接触到不同的学生群体，并增加未来脊椎动物解剖学家的多样性。一个领域的核心概念的表达和基于探究的教学实践都被证明可以促进记忆，建立解决问题和批判性思维的技能。一个关于生物学包容性教学实践的主题演讲和研讨会是研讨会的亮点，对所有出席的学者和教育者都很有价值。自从15年前ICVM举办上次教学研讨会以来，脊椎动物形态学和教学学术领域迅速发展。比较脊椎动物解剖学和人体解剖学都是脊椎动物形态学家的共同课程，他们被认为是教师学者。缺乏定义明确的核心概念，存在于其他生物学领域，使脊椎动物形态学的教师学者无法充分实施基于证据的教学和学习策略。因此，学生中存在一种误解，认为比较脊椎动物形态学是一门完全依赖记忆的过时科学，没有接受现代技术和技术。此外，过时的教学做法加大了对代表性不足的学生取得成功的障碍。本次研讨会将推动跨学科方法在脊椎动物比较解剖学课堂研究中的应用。各种各样的研讨会演讲者将分享基于证据的策略，以结合技术技能（例如，3D可视化和建模）和基于探究的教学（例如，社交媒体外展和服务学习）。研讨会旨在推进NSF的使命，即创建一个由教师、学生和学者组成的参与和包容的社区。在研讨会上确定的核心概念、教学方法和教学资源将在会议产生的出版物或公开网站上传播。该奖项由bio - ios -生理机制和生物力学项目以及本科教育EHR部门共同资助。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This award funds a symposium, Educating the Vertebrate Morphologists of the 21st Century: technology, pedagogy, and core concepts, at the International Congress of Vertebrate Morphology (ICVM), a triennial meeting of the International Society of Vertebrate Morphology to be held in Prague, Czech Republic, in July 2019. The Congress facilitates international collaboration among researchers working in diverse fields (e.g., developmental biology, paleontology, functional morphology) and provides the opportunity for researchers to interact and to integrate vertebrate morphological research with other fields of biological sciences. Because many of the researchers attending the Congress also teach comparative vertebrate anatomy to undergraduates, the symposium will provide the opportunity to share teaching practices, integrating the field of vertebrate morphology with pedagogical research on how students learn. A major goal of the symposium is to define the core concepts of comparative vertebrate anatomy, a technique used by educators to focus students on learning big ideas and broad concepts instead of memorizing facts. Speakers will share evidence-based strategies for incorporating technological skills (e.g., 3D modeling) and inquiry-based teaching (e.g., social media outreach and service learning). The central goals of the symposium are to make comparative vertebrate anatomy more accessible to diverse student populations and to increase the diversity of future vertebrate anatomists. Both the articulation of core concepts of a field and inquiry-based teaching practices have been shown to foster retention and build problem solving and critical thinking skills. A keynote talk and workshop on inclusive teaching practices in biology are highlights of the symposium, and will be valuable to all scholar-educators in attendance. The fields of vertebrate morphology and the scholarship of teaching and learning have grown rapidly since the last ICVM teaching workshop was held fifteen years ago. Both comparative vertebrate anatomy and human anatomy are common courses in the teaching repertoire of vertebrate morphologists who identify as teacher-scholars. A lack of well-defined core concepts, which exist for other fields of biology, has kept teacher-scholars of vertebrate morphology from fully implementing evidence-based strategies for teaching and learning. As a result, a misperception exists among students that comparative vertebrate morphology is an antiquated science that relies solely on memorization and has not embraced modern techniques and technology. Furthermore, outdated teaching practices reinforce the barriers to the success of underrepresented students. This symposium will push the boundaries of applying interdisciplinary approaches to the study of vertebrate comparative anatomy in the classroom. The diverse set of symposium speakers will share evidence-based strategies for incorporating technological skills (e.g., 3D visualization and modeling) and inquiry-based teaching (e.g., social media outreach and service learning). The symposium aims to forward the mission of NSF to create an engaged and inclusive community of teachers, students, and scholars. The core concepts, pedagogical approaches, and teaching resources identified at the symposium will be disseminated in publications resulting from the conference or on publicly available websites. The award is co-funded by the BIO-IOS-Physiological Mechanisms and Biomechanics Program and the EHR Division of Undergraduate Education.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.