Scientific Teaching in Practice

A “Scientific Diversity” Intervention to Reduce Gender Bias in a Sample of Life Scientists

“…Specifically, addressing design elements A and B, the workshop was designed from the theoretical perspective of “scientific teaching,” an evidence-based approach to teaching that combines frequent assessment, inclusiveness for diverse students, and active learning (a collection of teaching methods that engage learners and provide practice in scientific thinking; Handelsman et al. , 2004, 2007; Miller et al. , 2008; for a detailed list of scientific teaching goals and a taxonomy of observable practices, see Couch et al.…”

“…These NASIs were designed to train life science instructors in the principles of scientific teaching (Handelsman et al. , 2004, 2007; Miller et al. , 2008; Couch et al.…”

What Account of Science Shall We Give? A Case Study of Scientists Teaching First-year University Subjects

“…Rather, science courses at the undergraduate level generally tend to focus on the transmission of facts (Miller et al, 2008), and convey an image of science more consistent with a conventional version of Vision 1 than with Vision 2. This has significant consequences for the images of science developed by future scientists, and also by those who have a science degree but who will not work in research science.…”

“…Vision 2 is an outward looking view that links specifically to situations involving both science and social issues that are relevant to students' lives. Traditionally Vision 1 has been at the heart of most university science courses and much of school science, and to a large extent it remains so (Bryce, 2010;Miller et al, 2008;Osborne, 2010). As already mentioned, the notion of Vision 1 and Vision 2 was intended to be a heuristic rather than a pigeonholing device.…”

Perceptions of Strengths and Deficiencies: Disconnects between Graduate Students and Prospective Employers

“…This was surprising because of the sustained focus on improving college science education in the United States during the past three decades. Beginning with the Neal report (NSB 1987) and continuing to the present, university scientist educators have been encouraged to develop inquiry-based laboratories, update instrumentation, provide faculty development, implement new pedagogies, develop innovative courses and curricula, provide students with research opportunities, and increase student diversity (DeHaan 2005, Hyde and Linn 2006, Russell et al 2007, Miller et al 2008, Pfund et al 2009). Furthermore, the National Science Foundation report Shaping the Future (NSF 1996) recommended specific roles for other stakeholders in the educational process, including mission-oriented federal agencies, business and industry, private-sector organizations, and state and local governments.…”