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Despite widespread calls for reform in undergraduate science, technology, engineering, and mathematics education, effecting lasting change in instructor practice is challenging to achieve. This article describes the results of a 2-yr research study that involved efforts to develop the pedagogical expertise of a group of anatomy and physiology instructors at the college level. Data were collected through a series of individual interviews that included the use of the Teacher Beliefs Inventory questionnaire (23) along with observations onsite in participants' college classrooms and at processoriented guided inquiry learning (POGIL) curriculum writing workshops. Findings indicated attitudinal shifts on the part of participants from teacher-centered to more student-centered pedagogy and supported the benefits of long-term professional development for instructors. Here, we documented the successful progress of these professors as they participated in a curriculum development process that emphasized student-centered teaching with the goal of promoting broader change efforts in introductory anatomy and physiology. [ABSTRACT FROM AUTHOR]

This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning. Recommendations are made for anatomy and physiology instructors who are involved in similar endeavors. [ABSTRACT FROM AUTHOR]

The article discusses a study which examines trade book reading assignments for college freshmen science students, specifically evaluating the students' opinions regarding the assignments and correlations on overall course performance. Trade books are different than text books, in that trade books are published for a wide audience. Topics of discussion include plagiarism, handwritten assignments, and pass-fail grading criteria. Also discussed are reading assignments for extra credit and the fact that text books are rarely read by college students.

To generate motivation and promote the development of written communication skills, students in a freshman-level anatomy and physiology course for nonmajors created group webpages describing historically important diseases. After the groups had been formed, each individual was assigned specific components of the disease (e.g., causes or treatments), which were subsequently combined into a final product. Interviews and questionnaires were used to document students' previous educational experiences regarding, and attitudes toward, the project. Students learned more about website design than about anatomy and physiology, but students preferred the assignment over traditional term papers. Although most students could find relevant information for this project on the internet, they were uncritical in judging the accuracy of the information they found. [ABSTRACT FROM AUTHOR]

The article focuses on the call to teach the Darwin's theory of evolution. Charles Darwin published the books "On the Origin of Species by Means of Natural Selection," or the "Preservation of Favoured Races in the Struggle for Life," in 1859. Teaching students the four components of Darwin's theory is an easy and logical introduction to a unit on evolution, but it is crucial that students can use the rubric to solve novel evolution problems, and not simply recite the key phrases for the four components of Darwin's theory.

This paper describes and evaluates a new type of multiple-choice test question that is relatively easy to construct and that challenges students' understandings of biological concepts. The questions involve a small narrative of scientific text that students must evaluate for accuracy. We call these questions "You are the Teacher" questions because the students are role-playing a teacher correcting a short-answer exam. This type of question can place a higher cognitive demand on a student than a basic knowledge question, but it can still be used within a multiple-choice exam. [ABSTRACT FROM AUTHOR]

One of the goals of developmental education is to help students to be able to succeed in mainstream college courses. However, courses in developmental education traditionally have focused exclusively on reading, writing, and basic mathematics. In this article, we discuss the role that science courses can play in developmental education. Drawing upon examples from our own courses, we illustrate how science courses can be used both as vehicles for the application of best practices in teaching and as contexts within which to conduct research on how to help developmental students acquire the skills they need to succeed. [ABSTRACT FROM AUTHOR]

The article presents the experiences of instructors with an electronic response system. The most recent technology to catch one's attention is "clicker" technology-a computer-mediated, wireless response system that holds high promise for helping the science lecture hall become an effective student-centered learning environment. Although the roots of this technology go back at least to 1972, the current infrared versions have been available commercially only since 1999. At the General College of the University of Minnesota, where the author teaches biology, the instructors helped prepare students for transfer into degree-granting units of the university. Thus, they shared some institutional and instructional challenges with community colleges, one of which is the need to implement technologies that are relatively inexpensive and logistically simple. At face value, clicker technology appeared to fit the needs of the instructors and they began using it in two courses in the fall of 2004. One course is an introductory anatomy and physiology course, where 160 students meet once per week in a large lecture hall.

The article focuses on ways of helping graduate teaching assistants to lead discussions with undergraduate students. GTAs in biology are typically masters or doctoral students who have had extensive experience with biology coursework, but little, if any, experience with teaching. Resources for the general improvement of teaching are abundant; most major universities house centers and Web sites devoted to improving teaching. Many books focus on teaching and learning. Despite the vast wealth of resources, biology GTAs and their mentors rarely use teaching resources or talk about teaching, but rather focus on content. The researchers had conversations with course professors and GTAs during weekly curriculum meetings and they also had several informal conversations with the course professors and GTAs about teaching and learning physiology. In both the meetings and conversations, common themes emerged. The research methods used to gather data were far from ideal in that no permanent records of the conversations were maintained and no experimental design was used.

Focuses on the development the "Do Something Cool" project, which keeps developmental education students engaged in a traditional science course. Efficacy of the "Do Something Cool" project in providing a creative outlet for students who feel out-of-place in a science laboratory or lecture hall; Comparison of the "Do Something Cool" project with other student projects.

Although the Scopes trial remains rite most famous court decision associated with the teaching of evolutions, there have been many other more important court decisions associated with the teaching of evolution and creationism in public schools. An understanding of these decisions can help teachers answer students' questions about the teaching of evolution and creationism. Such an understanding can also be used to counter the antiscience attitudes and actions of creationist parents, school administrators, and colleagues. [ABSTRACT FROM AUTHOR]

Reports on the results of a survey on the public's interest in and skepticism of a variety of science-related issues. Role of science in the improvement of society; Factors which influence the public views of science-related issues; Morals and ethics in science.

Presents information on student-created Web pages in a college anatomy and physiology program. History of student-created Web pages in the anatomy and physiology program of the University of Minnesota's General College; Significance of the Internet to research papers; Information on the grading system used in evaluating the Web page developed by the students.

Presents a study that documented the experiences of a number of technophobic freshman students as they progressed through a technology-rich anatomy and physiology course. Discussion on technophobia; Development of a list of themes to help students cope with technology use in education; Recommendations for college teachers.

Part III. Presents information on a study that examined the effectiveness of the Electronic Cooperative Quiz program used in anatomy and physiology courses at University of Minnesota in Minneapolis, Minnesota. Creation and design of the program; Evaluation of the different methods of using the program; Implications of the research for cooperative learning and distance education.

Editorial. Comments on discrimination in science education. Evidence of scientific apartheid; Opinion on the lack of diversity in science; Details of an approach to multiculturalism and increasing the representation of minorities in science.

ABSTRACT The authors examined the effects of positive interdependence vs. no interdependence on students' academic achievement. Participants included 151 U.S. college students who took weekly electronic quizzes on which they could interact with group mates in a chat room. In the positive interdependence condition, 1 member was chosen at random, and his or her score was given to all members of the group. In the no-interdependence condition, each group member received his or her own score on each quiz. Achievement was measured by biweekly examinations that students took by themselves and that produced their own independent scores. Students in the positive-interdependence condition engaged in significantly more interaction and more promotive interaction while taking the electronic quizzes and achieved higher scores on the subsequent examinations taken individually. [ABSTRACT FROM AUTHOR]

Describes the structure needed for a cooperative quiz and documents how the quizzes can be used in different settings. Details on the theoretical underpinnings of cooperative learning; How to set the stage for a cooperative quiz; Comparison of individual versus cooperative quiz scores; Conclusions.

Relates the experience of turning a laboratory wreck into a productive learning experience. Responsibilities as a biology laboratory coordinator; Details on the ethical dilemma; Objectives which served as discussion guide; Recommendations for instructors.

Discusses the use of computers in the science classroom. Realization that computer expertise continues to be a prerequisite for jobs; Reaction of men and women towards computers; Relationship between computers and race; Effectiveness of computers in lecture setting; Efficiency of independent computer use; Exploitation of Internet in the classroom.

Describes how a cooperative learning environment can be created in the anatomy and physiology laboratory through the use of cooperative quizzes. Brief introduction to the pedagogical theory behind cooperative learning; Evaluation of the effectiveness of quizzes compared with more traditional methods.

Describes the curriculum and instructional strategies used in teaching the principles of biological evolution. Assessment of students' knowledge of biological evolution; Students' conceptions of evolution; Presentation of the non-Darwinian views of evolution; Outcomes of using the paired problem solving instructional strategy.

Examines the effects of an intervention within the time limits of a typical introductory biology course in evolution for unprepared students. Conditions for conceptual change; Teaching of Lamarckian concepts before Darwinian evolution; Use of conceptual trace analysis.

Focuses on the use of cooperative quizzes in the anatomy and physiology laboratory. Definition of cooperative learning; Elements of the cooperative learning environment; Evaluation of the cooperative quizzes; Benefits of using cooperative quizzes.

Presents activities that will encourage students in learning physiology and human anatomy. Use of cooperative learning groups; Information on the use of web page project and computers in studying biology; Benefits of the proposed activities.

Provides information on a type of teaching called online instruction. Reason for its increasing popularity; Advantages and disadvantages; Importance of personal experience in learning.

Focuses on the place of computers in biology education. Discussion on the importance of computers in facilitating student learning; Indication that professors are more dependent on computers; Function of the computers.

Information about a University of Minnesota seminar titled "The Science and Politics of Genetics and Reproduction" in which students re-enact an image of James Watson and Francis Crick displaying their double-helix model of DNA is presented. Topics include an overview of the seminar and the challenge to students to construct a helix model of DNA like the one shown in the photograph, but include British biophysicist Rosalind Franklin.

Presents an article on teaching high school biology. Traditional perception of teaching; Reason for less lecturing in the classroom; Discussion on active learning process; Benefits of concept mapping.

The author recalls his experience of using technology in teaching biology. During the seventies, he used the videotape for his freshman biology course lectures at the University of Minnesota. Many of the lectures he attended in 2002 involved the PowerPoint slide presentation. He started podcasting his lectures for his freshman anatomy and physiology course as part of a grant.