Abstract
IN AN ARTICLE ELSEWHERE in this issue, Kahle, Hurd, and Harms describe the impact of recent studies on the nature of high school biology teaching and the implication this has on changes needed at that level. Also in this same issue, William Mayer has properly taken to task the teaching of undergraduate biology, primarily at the freshman level. There are yet other dimensions influencing the field and its execution at the collegiate level. These constitute the focus of this essay.
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