ArticleCBE life sciences education2013
Post-vision and change: do we know how to change?
Article in CBE life sciences education, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
19 citing papers in PubMed.
- Charting a new vision: lessons onJournal of microbiology & biology education · 2025Article
- Developing a faculty support program for fostering enriching undergraduate laboratory experiences under limited resource conditions.Journal of microbiology & biology education · 2023Article
- Faculty Experiences during the Implementation of an Introductory Biology Course-Based Undergraduate Research Experience (CURE).CBE life sciences education · 2022Article
- Appealing to Faculty Gatekeepers: Motivational Processes for Intentions to Adopt an Evidence-B ased Intervention.Bioscience · 2022Article
- Student Thinking in the Professional Development of College Biology Instructors: An Analysis through the Lens of Sociocultural Theory.CBE life sciences education · 2022Article
- Facilitating Long-Term Mentoring To Effectively Implement Active Learning Instruction: Formation of the Promoting Active Learning and Mentoring (PALM) Network.Journal of microbiology & biology education · 2020Article
- A Model for an Intensive Hands-On Faculty Development Workshop To Foster Change in Laboratory Teaching.Journal of microbiology & biology education · 2019Article
- Building a Sustainable National Infrastructure to Expand Research Mentor Training.CBE life sciences education · 2018Article
- Student Learning in an Accelerated Introductory Biology Course Is Significantly Enhanced by a Flipped-Learning Environment.CBE life sciences education · 2018Article
- Improving undergraduate STEM education: The efficacy of discipline-based professional development.Science advances · 2017Article
- CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions.Journal of microbiology & biology education · 2017Article
- Testing CREATE at Community Colleges: An Examination of Faculty Perspectives and Diverse Student Gains.CBE life sciences education · 2016Article
- The PULSE Vision & Change Rubrics, Version 1.0: A Valid and Equitable Tool to Measure Transformation of Life Sciences Departments at All Institution Types.CBE life sciences education · 2016Article
- STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities.CBE life sciences education · 2016Article
- Development of a Lac Operon Concept Inventory (LOCI).CBE life sciences education · 2016Article
- Building national capacity for research mentor training: an evidence-based approach to training the trainers.CBE life sciences education · 2015Article
- Response to Overcoming the Barrier to Implementing Authentic Research Experiences through Faculty Mentorship: The ASCB Mentoring in Active Learning and Teaching (MALT) Program Is Designed to Facilitate Vision and Change-Inspired Teaching Practices.CBE life sciences education · 2015Article
- The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students.CBE life sciences education · 2014Article
- Identifying key features of effective active learning: the effects of writing and peer discussion.CBE life sciences education · 2014Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the "vision" but lack research-based models and evidence needed to guide the "change." To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students' understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty-development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired "change."
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.