TSCD-PD wasituateded within the context of an NSF-funded project that developed biology units aligned with the NGSS (Schunn & Stein, 2009).
This survey of institutional GTA PD practices provided a set of data that we believe can be used to inform institutions about how to develop biology GTAs as teachers.
Nonetheless, several of the most recently developed biology concept inventories/assessments have demonstrated utility in uncovering concepts for which students have persistent difficulties (Garvin-Doxas and Klymkowsky, 2008; Parker et al., 2012; Smith and Knight, 2012).
There is a need for developing systems biology approaches to integrate comprehensive genetic information and provide new insight on T2D biology.
The two research directions outlined above are by no means the only possible paths for developing network biology.
And, we claim, this difference accounts for the primary challenges we faced in developing a biology curriculum, LSET, based on a pedagogy successful in a physics context, PET.
Furthermore, developing effective biology curricula that incorporate problem solving will depend on the outcome of such research (AAAS, 2011; NRC, 2012a).
To gauge the effectiveness of the workshop in providing the resources and creative sparks necessary for developing synthetic biology projects in the classrooms and laboratories of its participants, anonymous pre- and postassessment surveys were conducted.
Small start-up biotechnology companies are developing synthetic biology applications that can significantly speed introduction of bio-based chemicals to markets in food ingredients, pharmaceutical intermediates, specialty chemicals, and biofuels [ 7].
