The knowledge that biology instructors use influences how they implement teaching strategies, including active learning. While a lecturer can prepare an entire lesson before class and enact it without much deviation, an instructor using active learning engages students in examining and articulating their own thinking during class. This involves planning interactive lessons, promoting the participation of diverse students, and responding to students’ ideas in real time. To do this well, instructors need specialized teaching knowledge beyond their disciplinary expertise. 

This interactive research seminar will share insights from longitudinal and large-scale studies of undergraduate biology faculty about the specialized knowledge they rely on to plan and implement active learning. This research highlights how teaching knowledge influences the nuances of our instructional practices and ultimately impacts student learning. Participants will be invited to reflect on their own teaching knowledge, how it informs their teaching, and strategies for building new expertise from teaching experiences. 

Tessa Andrews, PhD, is a Josiah Meigs Distinguished Teaching Professor of Genetics and the Director of the Scientists Engaged in Education Research at the University of Georgia. She earned a PhD in Biological Sciences at Montana State University, with a focus on conservation genetics and education research. Her lab specializes in biology education research. They study inclusive and evidence-based teaching, how faculty can be better supported to adopt and effectively use these practices, and how departments and institutions can change to incentivize, recognize and reward effective teaching. Dr. Andrews’ research has been funded by multiple grants from the National Science Foundation, including a CAREER award. She teaches introductory biology and evolution, and her teaching has been recognized with multiple awards.