tion to determine the most pressing issues for the report to address, and the types of scientists who should be invited to provide more specific input to the committee.
The committee also convened three advisory panels during the winter of 2001—in Chemistry, Physics and Engineering, and Mathematics and Computer Science—to provide expert advice on how to teach their respective disciplines to biology majors, both in biology classrooms and laboratories and in introductory courses of their respective disciplines. The panel participants were chosen from a large pool of names provided by NAS section liaisons, representatives of professional societies and educational associations, NRC staff, and others. The panel participants were also asked to recommend presenters for a workshop. The panels each consisted of seven to ten members drawn from diverse institutions of higher education and led by a Bio2010 committee member with expertise in the respective discipline (see Appendix C). They provided written accounts of their findings and recommendations to the Bio2010 Committee.
Another important source of information and advice for the committee was the “Workshop on Innovative Undergraduate Biology Education,” which was organized by the Bio2010 Committee and held in Snowmass, Colorado, in August 2001. Participants were selected as described above for the panels. Sixteen participants from colleges, universities, foundations, and the federal government were invited to share with the Bio2010 Committee their experiences and opinions on methods for teaching undergraduate science (See Appendix G). In designing the workshop, the committee first considered the working papers prepared by the panels. They discussed the issues that had arisen during the panel meetings, looking for both similarities and differences between disciplines. They selected issues for the workshop that they wanted to learn more about. They identified individuals to invite from the large pool of suggestions already collected and solicited additional names from experts in the relevant fields under consideration. The participants in the workshop were provided with the working papers of the panels and asked to provide comments on them to the committee. They also presented material on their own educational endeavors, suggested relevant case studies, and recommended other sources of information for the committee as it completed its report.