Gordon E. Uno Department of Botany and Microbiology University of Oklahoma guno@ou.

edu

The Evolution of This Project

Judy Scotchmoor, UCMP

NESCent WORKING GROUP:

Evolution Across The Curriculum (EVAC)

Kristin Jenkins, NESCent Jory Weintraub, NESCent Jay Labov, NRC, NAS Adam Fagen, Board of Life Sciences, NAS Paul Beardsley, BSCS Judy Scotchmoor, UCMP Gordon Uno, OU

EVAC
1) Interested in developing evolutionary examples and supporting information for every concept in biology (but not developing a curriculum!) 2) How to get instructors to use examples 3) How to get people to think evolutionarily 4) How to get biologists to contribute examples

NSF RCN-UBE (5-year project)

INTRODUCTORY BIOLOGY PROJECT (IBP)
Richard OGrady, AIBS Susan Musante, AIBS Charlene DAvanzo, Hampshire College Todd Carter, Seward County CC Members of the AIBS Education Committee Gordon Uno, University of Oklahoma

Major Goal of the Introductory Biology Project (IBP)

Articulate a vision of the perfect Introductory Biology experience---adjusting for the enormous diversity of faculty, students, and problems at all institutions including what should be taught (and how it should be taught).

IBP Meetings
Small, Innovation meetings (15-25 people) intended to generate new ideas about solving issues related to Introductory Biology (Biology Directors Consortium, Biology Education Researchers, E2 at NESCent, Community College Faculty at NABT, ASM Faculty) Large, Synthesis meetings (150-200 people) intended to showcase whats working, forge new collaborations, prepare participants for sharing, and identify future leaders Planning a synthesis meeting at AAAS in June, 2012

Why Evolution Across the Curriculum?

1. It makes sense biologically and

pedagogically. 2. Can help thwart the constant assault on the teaching of evolution. 3. Will help instructors feel more comfortable about teaching evolution. 4. Students cant avoid learning about evolution.

Theodosius Dobzhansky
Nothing in biology makes sense except in the light of evolution
1973, American Biology Teacher

Corollary? Everything in biology makes more sense in the light of evolution

So, if we want to help our students understand biology, then we should use a theme to organize our courses.

CONVERGENT EVOLUTION IN SCIENCE EDUCATION RECOMMENDATIONS:

use a theme or unifying major concept to teach science; in biology, a theme is evolution
College Boards Revision Of Advanced Placement (AP) Biology AAAS/NSF Vision And Change AAMC-HHMI Scientific Foundations (List Of Competencies) Next Generation Science Education Standards, NRC (with NSTA) AACU LEAP Learning Outcomes

What Does It Mean To Think Evolutionarily?

When students learn about a subject in biology, do you or they ask: How did that evolve? Is that the same in all organisms? Whats the significance of that structure? How can we explain thatit doesnt make sense? How does this compare to that? Is A related to B? How do we know that---whats the evidence? What does that information tell us about the evolution of X?

Blooms Taxonomy of Evolutionary Thinking

Knowledge (Recall Information) What is it and how does it function?

Comprehension (Explain; translate knowledge into new context; interpret; infer causes) Could evolution have played a role in the development of its form or function?
Application (Problem solve; use concepts and theories in new situations; illustrate) How did this come about through evolution-how could this have evolved? What is your hypothesis?

Analysis (Identify contributing parts and underlying structure; identify components; see patterns)
What would have to have happened for evolution to occur---environment, selective pressures, ancestral characteristics? From what did it descendto what is it related?

Synthesis (Form new whole; put parts together)

Can you develop the complete scenario/model in which it evolved?

Evaluation (Resolve differences of opinion; appraise; provide arguments for)

What evidence do you have that this is actually what happened over time? What evidence do you need to justify your scenario/model/explanation?

How Can We Teach That Way?

INTENTIONALITY from AACU
Faculty and students clearly understand learning objectives for course. What activities, lessons, etc. are going to help students reach those objectives? Then there is a constant reminderto be intentional to help students reach those objectives.

For my course, evolution: say it everyday

What might evolution across the curriculum look like?

Certainly, there are different models.

Plants are indicators of their environment

Because plants are not motile, once they start growing in one place, they are stuck there. If they cant survive in that environment, they cant pass their genes on to the next generation. If plants survive and reproduce sexually, their offspring may be different than they are. This leads to evolution of plants with different adaptations in different environments.

For centuries, humans have been selecting which organisms can reproduce to develop more desirable fruits, vegetables, pets, and livestock

So, how can we promote change--in how biology is taught and how biology and evolution are perceived by the public and understood by students?

AP BIOLOGY Big Ideas (themes)

Big Idea 1: The process of evolution drives the diversity and unity of life.
Big Idea 2: Biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis. Big Idea 3: Living systems retrieve, transmit, and respond to information essential to life processes. Big Idea 4: Biological systems interact, and these interactions possess complex properties.

Whats the impact on new AP biology exam?

In 2008, 12% of questions had something to do with evolution In new exam, 35% of questions have something to do with evolution So, what we do can have major effects

What questions can we address at this meeting?

1. What works and what doesnt to help students

learn biology with an evolutionary perspective? 2. What projects (existing or future) and people can help? 3. Who do we have to convince, and how do we do that? 4. What curricular materials can help, who will develop them, and how will instructors/people learn how to use them and to think evolutionarily?

Who are our targets and how do we reach them (strategies)?

High school students and teachers AP and non-AP General public Farmers? Moms? Politicians? College and university faculty and students 2-year institutions, colleges, and universities Scientists, plus biology and science education organizations Textbook authors and publishers News people Who else??

How do we reach our targets?

We need to find key players who can be effective agents of change and to develop individualized strategies for our targets.
FOR HS, WHAT ARE CARROTS AND/OR STICKS?
UNIVERSAL EXAMAP WHAT ABOUT NON-AP TEACHERS and STUDENTS?

FOR INTRODUCTORY BIOLOGY STUDENTS

CURRICULAR SUPPORT MATERIALS (e.g., EVAC or TEXTBOOKS)? BIOLOGY DIRECTORS CONSORTIUM (BDC)?

FOR ALL INSTRUCTORS

WHAT KIND OF PROFESSIONAL DEVELOPMENT? ROLE OF NABT AND NSTA? ROLE OF SCIENTIFIC SOCIETIES?

FOR GENERAL PUBLIC

WAGE PUBLIC RELATIONS CAMPAIGN (e.g., Year of Science)? SPOKESPERSON---VISIBLE FACE FOR BIOLOGY? SCARE TACTICS, e.g., emerging diseases?

Waging a Public Relations Campaign

Instead of: teach the controversy or its not based
on sound science or give equal time for creationism

What message can we deliver to the general public?

Thats just another example of evolution in action!

How can we help faculty who teach biology be more intentional?

Evolution: say it every day

Curricular Support Materials

For whom do we want materials? What materials do we want---what would they look like? Are there key concepts that everyone should teach?
whiz e.g., misconceptions, artificial selection, emerging diseases, developmental biology, design mistakes in organisms, geeorganisms, key transitions in the history of life, biodiversity, evolutionary medicine?

Who develops the materials, and how do we get biologists

to contribute? Are the materials the same for everyone? How do we inform people about the materials? How do we get people to use the materials?
textbook authors and publishers to reach two-year colleges?

How and when should instructors use the materials? How do we know if the materials are working?

What do we need to do here?

1. Identify the full spectrum of issues related to Teaching Evolution Across the Curriculum. 2. Identify key change agents and targets of our efforts (people and projects). 3. Outline high-impact practices and strategies to reach targets and support

efforts. 4. Assign/choose homeworkwhat can each of us do?

Evidence
Mitochondria and Chloroplasts are similar in size and morphology to bacterial cells M & C divide into two just as bacteria do M & C have double membranes---inner one resembles bacterial membranes M & C have their own DNA (circular) and ribosomes similar to bacteria Antibiotics that inhibit bacteria, also inhibit M & C protein synthesis (but not eukaryotes)

How did organelles evolve?

Mergers and Acquisitions

Evidence (building a case):

1) In stromatolites (ancient fossils), we find photosynthetic bacteria, including those similar to the purple bacterium, Halobacterium halobium. 3) Bacteriorhodopsin is a purple, photosynthetic pigment in Halobacterium. 4) Bacteriorhodopsin absorbs broadly in the middle of the visible spectrum (absorbs green light). So, green light was not available to chlorophyllthere was competition for different colors of light.

Example
Topic: Photosynthesis Fact: Plants are green Question: If visible light is necessary for photosynthesis, how do we explain that plants are not black? Evolution: Ancestors of plants evolved at the same time as the first photosynthetic organisms, which were photosynthetic bacteria. Other early photosynthetic organisms used green lightso green light was not available to the ancestors of plants. Chlorophyll, the main photosynthetic pigment of plants, absorbs other colors.