Although the conversation is decidedly one-way, I’d like to introduce myself as a potential collaborator on projects in undergraduate science education.
I am actively committed to science education in which learners pose problems, develop and use interdisciplinary approaches to solve problems, and engage in peer review of their own and others’ products. Our students should grapple with issues outside of traditional silo-based disciplines.
I feel strongly that we have a responsibility to recognize that 21st century learners need to navigate knowledge in a highly networked and global society. We must meet our students on these terms if we wish to succeed in preparing them for the future.
To these ends, I have worked as director of the BioQUEST Curriculum Consortium, past president of ACUBE, past editor of the Bioscene: Journal of College Biology Teaching, past chair of the BSA Teaching Section, and a consultant on numerous undergraduate NSF and HHMI projects.
My own efforts focus on undergraduate science curricula, faculty development, and national community college outreach to include modeling and simulation (The BioQUEST Library), bioinformatics (BEDROCK), quantitative biology (NUMBERS COUNT), cyberlearning for community college faculty (C3 Cyberlearning), and extensive development of investigative case based learning (ICBL) with co-developer Margaret Waterman both here and abroad (LifeLines, ScienceCaseNet, IUBS BioED, and Singapore’s NIE) through both funded projects and publications.
I consider the most under-served groups in higher education to be our faculty members and future faculty members in their varied institutional settings. This is compounded by the rapid shift in our students’s expectations as they increasingly engage in self-directed learning. We need to address the ways they ask questions, gather data, and make evidence-based decisions. Most of us have not been prepared to negotiate the transformative demands of 21st century education.
Finally, I see science education as a global endeavor. US educators may inform (and be better informed in return) by collaborating with science educators and scientists living in other countries. Not only should educators provide opportunities for students to value global perspectives, but also recognize the value of multicultural perspectives and different ways of knowing within the US. All students should be prepared to enter a workplace that embraces diversity.