The State of Introductory Biology following 16 Years of Pedagogical Reform since 'Vision and Change for Biology Undergraduate Education'
Saved in:
| Title: | The State of Introductory Biology following 16 Years of Pedagogical Reform since 'Vision and Change for Biology Undergraduate Education' |
|---|---|
| Language: | English |
| Authors: | Maia V. Palka (ORCID |
| Source: | Journal of Microbiology & Biology Education. 2025 26(3). |
| Availability: | American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Introductory Courses, Biology, Undergraduate Study, College Science, Educational Change, Evidence Based Practice, Alignment (Education), Program Evaluation, Science Instruction, Barriers |
| ISSN: | 1935-7877 1935-7885 |
| Abstract: | Nearly two decades ago, over 500 biology educators from across North America contributed to the creation of the "Vision and Change for Undergraduate Biology Education: A Call to Action" report, with recommendations for the development of a deep understanding of core biological ideas and practices in undergraduate students and the integration of evidence-based practices into biology classrooms. Introductory biology courses provide a conceptual foundation in biology while also developing skills essential to both the transition from high school to university and general scientific literacy. Thus, alignment of introductory biology classrooms to "Vision and Change" is important for fostering biological and scientific literacy in all students, even those whose only exposure to biology is introductory courses. Following the dissemination of "Vision and Change" were numerous frameworks, resources, and instruments that support the implementation of these recommendations in undergraduate biology programs. Here, we synthesize the tools, evidence-based practices, and structural transformations that have been used to align introductory biology courses to "Vision and Change" with the aim of providing both an overview of the current landscape of introductory biology education and a starting point for institutions, who, like us, are evaluating their progress toward alignment with "Vision and Change." |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504684 |
| Database: | ERIC |
| Abstract: | Nearly two decades ago, over 500 biology educators from across North America contributed to the creation of the "Vision and Change for Undergraduate Biology Education: A Call to Action" report, with recommendations for the development of a deep understanding of core biological ideas and practices in undergraduate students and the integration of evidence-based practices into biology classrooms. Introductory biology courses provide a conceptual foundation in biology while also developing skills essential to both the transition from high school to university and general scientific literacy. Thus, alignment of introductory biology classrooms to "Vision and Change" is important for fostering biological and scientific literacy in all students, even those whose only exposure to biology is introductory courses. Following the dissemination of "Vision and Change" were numerous frameworks, resources, and instruments that support the implementation of these recommendations in undergraduate biology programs. Here, we synthesize the tools, evidence-based practices, and structural transformations that have been used to align introductory biology courses to "Vision and Change" with the aim of providing both an overview of the current landscape of introductory biology education and a starting point for institutions, who, like us, are evaluating their progress toward alignment with "Vision and Change." |
|---|---|
| ISSN: | 1935-7877 1935-7885 |
