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ERIC Number: EJ854166
Record Type: Journal
Publication Date: 2002
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1536-7509
Fueling Educational Reform: The HHMI Professors
Barkanic, Stephen
Cell Biology Education, v1 n4 p107-108 Win 2002
The Howard Hughes Medical Institute (HHMI) believes that fundamental change is possible in the tradition-bound world of college and university science education and recently announced new grants to empower individual scientist-educators--the HHMI Professors--to develop innovative approaches for changing the way they teach biology to undergraduates. Central to the Professors program is the goal of connecting contemporary scientific research and teaching, particularly at large research universities. Another key objective for the Professors is to identify exceptional strategies for meeting the needs of students in the sciences. The HHMI also sought to support faculty who could organize and present the latest knowledge and approaches to modern science to undergraduates. In September 2002, the HHMI announced the appointment of 20 research-active university faculty members as HHMI Professors, who will each receive $1 million over 4 yr to undertake creative initiatives in undergraduate and, in some cases, precollege science education. Although the Professors' projects are each unique, and many address a range of objectives and approaches, aspects of their work can be summarized in five illustrative categories: (1) Student-faculty research groups; (2) Research courses; (3) Interdisciplinary science education; (4) New science teaching tools; and (5) Student mentoring and broadening access. The HHMI plans to encourage the Professors to become national resources and promote broad dissemination of their activities and results to the science education community.
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A