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General Information
A major challenge for faculty involved in undergraduate biology education reform and the scholarship of teaching and learning is dedicating time to publish their findings and contribute to the profession of scholarly work. This dilemma is especially true for faculty with large teaching loads and limited support for scholarship outside of more traditional scientific research. Too often this daunting and final, but important, step remains unfinished. However, publishing one's work is critical to promotion and to future funding in biology education.
The Writing Residency, planned for 2009, seeks biologists who are conducting classroom research on learning. Competitive applicants have begun their studies, amassed preliminary data and are preparing to analyze their work.
The purpose of the Writing Residency is to enhance biologists’:
- Performance in developing manuscripts for submission to journals and on-line collections
- Skills in developing abstracts that clearly summarize the research described in the article
- Skills in identifying and selecting appropriate journals and on-line venues for submission of manuscripts
- Understanding of the guidelines for preparing manuscripts and assigning authorship
Upon completion of the Writing Residency, participants will be able to:
- Identify the characteristics of a good story
- Identify venues for publising one's work
- Evaluate whether or not one's work is ready to be written up and if not, why not
- Organize data and outline a manuscript according to publication guidelines
- Cite references and resources accurately
- Identify a plan to dedicate time for writing
The Writing Residency is organized in partnership with the Carnegie Foundation for the Advancement of Teaching as well as editors and reviewers from the leading biology and/or science education journals.
The initial Writing Residency is planned for 2009.
The Virtual Residency Model
The Biology Scholars Program utilizes the virtual residency model, a format that combines intensive, face-to-face, multi-day training institutes followed by on-going learning communities using electronic communications. Once accepted into a residency program, Biology Scholars participate in community building activities, thereby increasing the effectiveness of the face-to-face training and follow-up activities.
Writing Residency Steering Committee
Advances in Physiology Education and HAPS-EDucator
American Physiology Society and Human Anatomy and Physiology Society
Dee Silverthorn, University of Texas, Austin, TX
Biochemistry and Molecular Biology Education (BAMBED)
American Society for Biochemistry and Molecular Biology
Adele Wolfson, Wellesley College, Wellesley, MA
BioScience Magazine
American Institute of Biological Sciences
Gordon Uno, University of Oklahoma, Norman, OK
Cell Biology Education-Life Sciences Education (CBE-LSE)
American Society for Cell Biology
A. Malcolm Campbell, Davidson College, Davidson, NC
Genetics
Genetics Society of America
Patricia Pukkila, University of North Carolina, Chapel Hill, NC
Journal of Microbiology and Biology Education (JMBE)
American Society for Microbiology
Kathy Takayama, Brown University, Providence, RI
Teaching Issues and Experiments in Ecology (TIEE) and
Frontiers in Ecology and the Environment
Ecological Society of America
Charlene D'Avanzo, Hampshire College, Amherst, MA
Join the Biology Scholars Program Mailing List
To receive more information about the Writing Residency and other Biology Scholar Programs, please complete the Biology Scholars Program Interest Form.
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General Information
