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Society for the Advancement of Biology Education Research (SABER).

Offerdahl EG, Balser T, Dirks C, Miller K, Momsen JL, Montplaisir L, Osgood M, Sirum K, Wenderoth MP, White B, Wood WB, Withers M, Wright R - CBE Life Sci Educ (2011)

View Article: PubMed Central - PubMed

Affiliation: Department of Chemistry & Biochemistry, North Dakota State University, Fargo, ND 58108, USA. erika.offerdahl@ndsu.edu

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At about the same time, education researchers in science disciplines began to apply empirical research methods to the assessment of teaching and learning, particularly in physics (e.g., Hestenes et al., )... Some practitioners used assessment results to measure and enhance the effectiveness of their teaching (sometimes called action research), and this tradition came to be known as the scholarship of teaching and learning (SoTL)... SABER participants agreed that BER is separate from, though not exclusive of, SoTL or scientific teaching (Handelsman et al., )... Not surprisingly, SABER participants were invigorated by the opportunity to interact with other biology education researchers whom they had not met at other meetings... In fact, this was a primary benefit noted by the SABER founding members in a meeting follow-up survey... When asked about their sense of connection with colleagues in BER as a result of the meeting, all 21 respondents said it had either increased (16%) or significantly increased (84%)... The progressive research agenda envisaged by SABER will focus on the systematic investigation of questions that are unique to teaching and learning biology, while drawing on foundational and ongoing research from the cognitive sciences and other areas of DBER... What practices, activities, and assessments promote the acquisition and transfer of those science process skills (or competencies) that make a biologist? What are the most effective pathways for institutionalizing evidence-based teaching? To grow the membership of SABER, the inaugural participants agreed to invite an initial group of about 100 biologists and educators with interests in BER to join the society as charter members... The society is intended to bring together BER practitioners from other biology societies as well as those from traditional education societies and societies that focus on the SoTL... As the BER community coalesces, we envision SABER not only as an advocate for the BER community but also as a direct response to national calls for the transformation of undergraduate biology education... The meeting participants hope that SABER will provide a framework to unite biology education researchers and shape BER in the 21st century.

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SABER Founding Members: Teri Balser, Clarissa Dirks, Mary Pat Wenderoth, Janet Branchaw, Rob Brooker, Peggy Brickman, Malcolm Campbell, Mark Connelly, Erin Dolan, Scott Freeman, Mark Hens, Jenny Knight, Kathryn Miller, Jennifer Momsen, Lisa Montplaisir, Erika Offerdahl, Marcy Osgood, Nancy Pelaez, Becky Ruden, Jonathon Schramm, Michele Shuster, Karen Sirum, Amber Smith, Michelle Smith, Brian White, Devin Wixon, William Wood, Robin Wright. (Photo Credit: Becky Ruden, founding member)
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Figure 1: SABER Founding Members: Teri Balser, Clarissa Dirks, Mary Pat Wenderoth, Janet Branchaw, Rob Brooker, Peggy Brickman, Malcolm Campbell, Mark Connelly, Erin Dolan, Scott Freeman, Mark Hens, Jenny Knight, Kathryn Miller, Jennifer Momsen, Lisa Montplaisir, Erika Offerdahl, Marcy Osgood, Nancy Pelaez, Becky Ruden, Jonathon Schramm, Michele Shuster, Karen Sirum, Amber Smith, Michelle Smith, Brian White, Devin Wixon, William Wood, Robin Wright. (Photo Credit: Becky Ruden, founding member)

Mentions: Biology education research (BER) can be a major contributor to the herculean task of modernizing and transforming biology education. However, as researchers in a relatively young and still small field, BER practitioners now find themselves fragmented across 64 biology-related societies and lacking agreement on a core research agenda, a convenient professional network, and venues of dissemination. To begin addressing these needs, the newly formed Society for the Advancement of Biology Education Research (SABER) held an inaugural meeting in September 2010 at the University of Minnesota–Twin Cities. The 29 participants (Figure 1) included faculty, postdoctoral fellows, and graduate students engaged in empirical research and professional development, as well as journal editors, textbook writers, and a textbook editor. The diversity of this group contributed to a thoughtful, reflective, and productive meeting, whose major goals were to 1) define BER, 2) identify challenges to its practice, 3) formulate overarching research questions, and 4) outline the role of SABER in supporting the BER community. The consensus views of the participants on each of these goals are described in the paragraphs below.


Society for the Advancement of Biology Education Research (SABER).

Offerdahl EG, Balser T, Dirks C, Miller K, Momsen JL, Montplaisir L, Osgood M, Sirum K, Wenderoth MP, White B, Wood WB, Withers M, Wright R - CBE Life Sci Educ (2011)

SABER Founding Members: Teri Balser, Clarissa Dirks, Mary Pat Wenderoth, Janet Branchaw, Rob Brooker, Peggy Brickman, Malcolm Campbell, Mark Connelly, Erin Dolan, Scott Freeman, Mark Hens, Jenny Knight, Kathryn Miller, Jennifer Momsen, Lisa Montplaisir, Erika Offerdahl, Marcy Osgood, Nancy Pelaez, Becky Ruden, Jonathon Schramm, Michele Shuster, Karen Sirum, Amber Smith, Michelle Smith, Brian White, Devin Wixon, William Wood, Robin Wright. (Photo Credit: Becky Ruden, founding member)
© Copyright Policy - creative-commons
Related In: Results  -  Collection

Show All Figures
getmorefigures.php?uid=PMC3046882&req=5

Figure 1: SABER Founding Members: Teri Balser, Clarissa Dirks, Mary Pat Wenderoth, Janet Branchaw, Rob Brooker, Peggy Brickman, Malcolm Campbell, Mark Connelly, Erin Dolan, Scott Freeman, Mark Hens, Jenny Knight, Kathryn Miller, Jennifer Momsen, Lisa Montplaisir, Erika Offerdahl, Marcy Osgood, Nancy Pelaez, Becky Ruden, Jonathon Schramm, Michele Shuster, Karen Sirum, Amber Smith, Michelle Smith, Brian White, Devin Wixon, William Wood, Robin Wright. (Photo Credit: Becky Ruden, founding member)
Mentions: Biology education research (BER) can be a major contributor to the herculean task of modernizing and transforming biology education. However, as researchers in a relatively young and still small field, BER practitioners now find themselves fragmented across 64 biology-related societies and lacking agreement on a core research agenda, a convenient professional network, and venues of dissemination. To begin addressing these needs, the newly formed Society for the Advancement of Biology Education Research (SABER) held an inaugural meeting in September 2010 at the University of Minnesota–Twin Cities. The 29 participants (Figure 1) included faculty, postdoctoral fellows, and graduate students engaged in empirical research and professional development, as well as journal editors, textbook writers, and a textbook editor. The diversity of this group contributed to a thoughtful, reflective, and productive meeting, whose major goals were to 1) define BER, 2) identify challenges to its practice, 3) formulate overarching research questions, and 4) outline the role of SABER in supporting the BER community. The consensus views of the participants on each of these goals are described in the paragraphs below.

View Article: PubMed Central - PubMed

Affiliation: Department of Chemistry & Biochemistry, North Dakota State University, Fargo, ND 58108, USA. erika.offerdahl@ndsu.edu

AUTOMATICALLY GENERATED EXCERPT
Please rate it.

At about the same time, education researchers in science disciplines began to apply empirical research methods to the assessment of teaching and learning, particularly in physics (e.g., Hestenes et al., )... Some practitioners used assessment results to measure and enhance the effectiveness of their teaching (sometimes called action research), and this tradition came to be known as the scholarship of teaching and learning (SoTL)... SABER participants agreed that BER is separate from, though not exclusive of, SoTL or scientific teaching (Handelsman et al., )... Not surprisingly, SABER participants were invigorated by the opportunity to interact with other biology education researchers whom they had not met at other meetings... In fact, this was a primary benefit noted by the SABER founding members in a meeting follow-up survey... When asked about their sense of connection with colleagues in BER as a result of the meeting, all 21 respondents said it had either increased (16%) or significantly increased (84%)... The progressive research agenda envisaged by SABER will focus on the systematic investigation of questions that are unique to teaching and learning biology, while drawing on foundational and ongoing research from the cognitive sciences and other areas of DBER... What practices, activities, and assessments promote the acquisition and transfer of those science process skills (or competencies) that make a biologist? What are the most effective pathways for institutionalizing evidence-based teaching? To grow the membership of SABER, the inaugural participants agreed to invite an initial group of about 100 biologists and educators with interests in BER to join the society as charter members... The society is intended to bring together BER practitioners from other biology societies as well as those from traditional education societies and societies that focus on the SoTL... As the BER community coalesces, we envision SABER not only as an advocate for the BER community but also as a direct response to national calls for the transformation of undergraduate biology education... The meeting participants hope that SABER will provide a framework to unite biology education researchers and shape BER in the 21st century.

Show MeSH
Related in: MedlinePlus