think like a scientist): from laboratory courses to computer simulations to conceptual experiments.
Development of teaching materials for the sharing of innovative modules, courses, and conceptual experiments.
Approaches to interdisciplinary courses including team teaching and modules.
Approaches on how to incorporate recently emerging research about how people learn into designing curricula and evaluating student learning, such as that presented in How People Learn (NRC, 1999a) and Knowing What Students Know .
A successful institute would require a sincere partnership among a variety of intitutions and organizations. A collaboration between the NAS, NRC, HHMI, and NSF would help to anchor the effort in the research establishment. Cooperation with disciplinary societies in biology would also be pursued, and the institute would take advantage of work done by Project Kaleidoscope and groups funded by HHMI, as well as NSF and any other government agencies. The institute would provide a mechanism for building on those efforts and promote faculty development for professors at all stages in their careers. A successful collaboration would also expand the possibilities for further disseminating the work that comes out of the summer institute. For example, follow-up meetings could be held at the annual meetings of disciplinary societies to spread the word to faculty unable to attend the previous summer’s institute and to attract new participants for the next summer.
A series of planning meetings has already begun with representatives of the above groups. The current draft proposal calls for an initial workshop on designing interdisciplinary modules for existing courses and recommends an oversight committee to determine future workshops, select instructors, provide continuity, assess the impact of the workshops, and set overall policy and direction. One goal of the institute would be to bring research into the curriculum. Efforts would be made to attract research faculty to the institute in order to facilitate that goal. Preliminary information indicates that research-oriented faculty would participate in such workshops if it were to benefit them professionally and make it easier for them to fulfill their teaching responsibilities (Lillian Tong, Center for Biology Education, University of Wisconsin-Madison, personal communication, April 2002). A summer institute that is well grounded in the scientific establishment would improve faculty contacts with respected