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Post-vision and change: do we know how to change?

Charlene D'Avanzo¹

¹School of Natural Science, Hampshire College, Amherst, MA 01002, USA. cdavanzo@hampshire.edu

CBE Life Sciences Education

|September 6, 2013

Summary

The Vision and Change initiative has a clear vision for biology education but lacks evidence-based models for implementing widespread pedagogical change. Effective faculty development requires collaboration and valuing faculty input for genuine transformation.

Area of Science:

Biology Education Research
STEM Pedagogy
Curriculum Transformation

Background:

The Vision and Change initiative calls for significant transformation in undergraduate biology education.
Current efforts face challenges in translating the vision into widespread, evidence-based pedagogical change.

Purpose of the Study:

To evaluate the availability of research-based models for implementing pedagogical change in undergraduate biology.
To identify effective strategies for faculty development that support the Vision and Change goals.

Main Methods:

Analysis of existing literature on active-teaching pedagogy and faculty development programs.
Critique of current program evaluation methods, particularly reliance on self-reporting.
Review of National Research Council reports on STEM education research.

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Main Results:

While the 'vision' for biology education is clear, research-based models for 'change' are lacking.
Many faculty development programs inadequately evaluate their effectiveness, often using self-reported data.
Effective faculty development should view faculty as collaborators and incorporate valued rewards.

Conclusions:

Achieving genuine transformation in undergraduate biology instruction requires evidence-based models and reliable strategies for change.
Long-term faculty development and deep conceptual change in teaching are crucial for sustained progress.
Further research is needed to develop and validate models for implementing pedagogical reform in biology education.