Evolutionary Medicine and the Medical School Curriculum: Meeting Students Along Their Paths to Medical School

Over the past several years, numerous reports that have been independently prepared by prestigious organizations in the U.S. have agreed that new approaches to improve teaching and learning of biology at both the pre-college and undergraduate levels are important and timely. Their recommendations, which are based on emerging research about human learning and cognition, are in agreement that evolution is an organizing principle and foundation of modern biology and should be presented as such. This paper provides an overview of the conclusions and recommendations from those reports and proposes that helping students learn evolution through the lens of human examples that are part of the emerging field of evolutionary medicine could help biology educators improve the teaching of evolution, and biology more generally, by asking students to address biological problems that are inherently interesting and motivating

“Beyond BIO2010: Celebration and Opportunities” at the Intersection of Mathematics and Biology

With this special edition of CBE-LSE, which focuses on connections between and integration of the biological and mathematical sciences, it is especially fitting that we report on an important symposium, Beyond BIO2010: Celebration and Opportunities,1 which was held at the National Acad- emy of Sciences (NAS) in Washington, D.C. on May 21–22, 2010. This symposium was organized to assess what progress has been made in addressing the challenges and recommendations in the National Research Council’s (NRC) report: BIO2010: Transforming Undergraduate Education for Future Research Biologists (NRC, 2003a). Most of the presen- tations and posters at this event emphasized the increasing connections of the life and mathematical sciences in under- graduate education. The symposium was initiated by the U.S. National Committee to the International Union of Bio- logical Sciences and was hosted by the National Academies’ Board on Life Sciences.

Insights from a Convocation: Integrating Discovery-Based Research into the Undergraduate Curriculum

The National Academies of Sciences, Engineering, and Medicine organized a convocation in 2015 to explore and elucidate opportunities, barriers, and realities of course-based undergraduate research experiences, known as CUREs, as a potentially integral component of undergraduate science, technology, engineering, and mathematics education. This paper summarizes the convocation and resulting report