• A clearinghouse of resources related to evolution education could disseminate existing materials, foster the development of new materials, and catalyze the creation of networks of biology educators. In particular, a compilation of best practices would be a valuable resource not only for biology educators but also for instructors in other subjects who want to incorporate evolution into their teaching.
• Existing resources such as the Understanding Evolution website could be expanded and promoted. In particular, these resources could present examples provided by disciplinary and professional societies across the life sciences and reviewed for pedagogical effectiveness and potential impact by various teacher organizations such as NABT, the Understanding Evolution websites’ Teacher Advisory Board, or the National Academies’ Teacher Advisory Council.1
• A taskforce supported by the National Academy of Sciences or other scientific organizations could develop materials on evolution and the nature of science both for educators and the general public.
• A searchable database of curated education research papers could make what is known about the teaching of evolution available to all instructors.
• Compilation and publication of known effective techniques (the “hooks” to which Robert Pennock referred during his presentation and discussed in other parts of this report) in formats that are readily available and easily accessible to teachers, including what might be learned from collaborating with international science educators about best practices in other parts of the world.
• Establishment during the coming year of an organizing body that would spearhead the development and operation of a clearinghouse of resources, research practices, metrics for measuring both student learning and the efficacy of programs, strategies for more effective teaching of evolution, and coordination with media for efforts such as the “Everyday Evolution” initiative suggested by Uno during his presentation.