Scholarly Publications
The Biology Scholars Program seeks to build capacity in the field by training faculty to contribute to existing literature in the field. Past Scholars have published their research in publications such as the Journal of Microbiology and Biology Education, Cell Biology Education and the Journal of College Science Teaching.
Advances in Physiology Education
Advances in Physiology Education promotes and disseminates educational scholarship in order to enhance teaching and learning of physiology, neuroscience and pathophysiology. The journal publishes peer-reviewed descriptions of innovations that improve teaching in the classroom and laboratory, essays on education, and review articles based on our current understanding of physiological mechanisms. Submissions that evaluate new technologies for teaching and research, and educational pedagogy, are especially welcome. The audience for the journal includes educators at all levels: K-12, undergraduate, graduate, and professional programs.
BioScience
BioScience is a monthly magazine and journal that provides readers with timely and authoritative overviews of current research in biology and evolution, accompanied by essays, illustrated features, and discussions of education and public policy.
BioScience has been published by the American Institute of Biological Sciences since 1964. The publication is written and edited for accessibility to researchers, educators, and students alike. It includes articles about research findings and techniques, advances in biology education, and examinations of professional issues. BioScience’s scientific articles are peer-reviewed. BioScience also carries book reviews, a policy column, and an education column. Opinion leaders often contribute.
BioScience will be valued by researchers, teachers, students, and government employees involved with any aspect of biology or management of natural resources, parks, and zoos. BioScience is published in print (ISSN 0006-3568) and online through IngentaConnect (ISSN 1525-3244); it is also part of the BioOne collection. Issues prior to 1999 are available in JSTOR. BioScience’s Impact Factor as assessed by Thomson Scientific is 5.424.
CBE-Life Sciences Education
CBE-Life Sciences Education (CBE-LSE) is a free, online, quarterly journal owned and published by the American Society for Cell Biology (ASCB) and supported in part by a grant from the Howard Hughes Medical Institute. The journal publishes original, peer-reviewed articles on life sciences education at the K–12, undergraduate, and graduate levels. One goal of the journal is to encourage teachers and instructors to view design of educational projects the way scientists view their research, as an intellectual undertaking with results that can be measured based on evidence of student learning. In addition, the journal publishes feature articles and reviews that are useful to educators. The target audience includes those involved in K–12 outreach; community college, comprehensive college, or university teachers; and graduate students, postdocs, and students in teacher training at any level.
Frontiers in Ecology and the Environment
Frontiers in Ecology and the Environment, the colorful, high-impact, interdisciplinary journal from the Ecological Society of America, publishes timely, cutting-edge ecology and environmental science articles that are understandable, even to those reading outside their area of expertise. Emphasizing new approaches to old problems and impacts and implications for policy making and resource management, Frontiers also includes international news, editorials, and letters, as well as legal issues, a column for students, and much more.
Genetics
Genetics Education is a section in the journal GENETICS that provides a scholarly forum for persons who have created new teaching instruments in their roles as educators. Authors are invited to submit articles that focus on effective ways for students at all levels to learn principles of genetics and to appreciate the implications of research in genetics.
The articles or notes should be sufficiently detailed to permit others to adapt the ideas to their own circumstances, and also to provide evidence concerning the value of the innovations.
Journal of Microbiology and Biology Education
Established in 2000, the annual publication Journal of Microbiology & Biology Education (formerly Microbiology Education) features articles driven by outcomes-based research in student learning. JMBE recognizes educators who are at the forefront of cognitive research in microbiology and biology education. JMBE is published electronically in the American Society of Microbiology’s MicrobeLibrary, a repository of over 1,700 peer-reviewed resources for teaching in the biological sciences.
Teaching Issues and Experiments in Ecology
 Teaching Issues and Experiments in Ecology (TIEE) is a peer-reviewed electronic publication of the Ecological Society of America (ESA). It has been supported by numerous grants from the National Science Foundation since 2000.
TIEE originally had 3 sections: 1) Issues to Teach Ecology, 2) Experiments to Teach Ecology, and 3) Teaching Resources to Teach Ecology. Issues and Experiments are authored by ecology faculty, submitted to TIEE, and peer reviewed by our board of editors. TIEE is designed to help faculty easily find material concerning common ecological concepts and specific teaching approaches. The TIEE website is on the ESA server, and volumes are published annually.
Peer review of TIEE insures scientific and pedagogical excellence. Submissions must describe clear learning objectives and promote use of innovative strategies for teaching plus formative and summative evaluation. Peer review and ESA's publication of TIEE is designed to stimulate greater participation in educational improvement by faculty who teach ecology, and thereby elevate the status of scholarly research in teaching among professional ecologists and the faculty and administrators who review them.
TIEE was designed to evolve with faculty input and changing needs, and a new format of Volume 5, published in 2007, reflects the growing importance of teaching as scholarship in higher education. For this volume we adopted a journal design with two major sections — Research (scholarly study of ecology teaching and learning) and Practice (methods and approaches) — plus Reviews of meetings and other topics of interest. Therefore, TIEE Issues and Experiments are now published as Practice. Volume 5 includes 7 research papers research practitioners — faculty who systematically study their teaching.
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