Each targeted course in Biology, Chemistry, Mathematics, and Physics is developed by a team consisting of the regular instructor, a postdoctoral fellow, consulting faculty from another department(s) (in the case of Biology courses, the consulting faculty comes from Chemistry, Physics, and Mathematics), and one to three HHMI Peer Tutors. The regular instructor, postdoctoral fellows, and consulting faculty are responsible for the development and presentation of course material. The process begins at least one week before the start of the course. The regular instructor presents the current goals, materials and approaches. With an overview of the course objectives in mind, faculty works through the syllabus and suggests insights from their disciplines that inform the concepts to be presented. The guidelines for “A New Biology Curriculum” set forth in Chapter 2 of Bio2010: Transforming Undergraduate Education for Future Research Biologists is a basis for our planning. This process lays an important foundation for the course, and from here systematic revision is done while the course is being taught. It is from this vantage point of actually presenting the course that collaborating faculty best understands the context into which interdisciplinary perspectives must be situated. In planning the next class period, faculty can then develop learning experiences that are informed by the successes or failures of previous class presentations and activities. Though the regular instructor is responsible for a significant part of the teaching, the consulting faculty and postdoctoral fellows may be involved in teaching, if appropriate. The Peer Tutors helps to gauge student comprehension and receptivity. The development team meets for a week after the end of the semester to critique the results, suggest additional or replacement material, document the outcomes, and plan for dissemination.

The revision process will require two years to complete (see table on top). We will begin in Year 1 with the modification of introductory courses in Chemistry, Mathematics and Physics. With the experience gained from these efforts, we will have a foundation for the more challenging integration of chemistry, mathematics and physics perspectives into the introductory biology in Year 2.

Goals and Targeted Courses

Postdoctoral Positions