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New Publication: Challenges to evolution as a core concept in college biology
A new BioScience article from the RISE Center, Challenges to Evolution as a Core Concept in College Biology: Silence on Religion and Conflicting Goals for Acceptance, examines how college biology instructors teach the core concept of evolution in undergraduate courses.
In this study, Dr. Erin Rowland-Schaefer and colleagues surveyed college biology instructors across the United States to explore how evolution is taught in undergraduate biology courses. The findings reveal challenges to implementing national recommendations for evolution education.
New Publication: 10 Years of Research on Conflict-Reducing Practices in Evolution Education
The RISE Center is excited to share our new BioScience article, Teaching Undergraduates Evolution: 10 Years of Research on Conflict-Reducing Practices—and Resistance to Them.
In this perspective piece, Dr. Elizabeth Barnes and Dr. Sara Brownell synthesize a decade of research exploring how biology instructors can employ conflict-reducing practices to address perceived conflict between evolution and religion in undergraduate biology classrooms.
New Publication: It’s Time to Rethink How We Teach Gen Z
Project GenZ is excited to share our new Times Higher Education article, written collaboratively with our RISE Gen Z students for their instructors. A common misconception is that Gen Z students don’t want to learn. They do, but their motivation has been shaped by a more digital, uncertain, and fast-changing world.
In this piece, our students share what educators should understand about how they learn, what frustrates them in the classroom, and what can better support their success.
