Abstract
Scientists are becoming increasingly aware of the need to approach their teaching with the same expectations for evidence that they use in their science. They are coming to recognize that, just as in science research, research on undergraduate science education has a literature as well as standards for practice. I (M.L.L.) am a recent convert to this way of thinking. I taught for 30 years using mostly a lecture style and believed myself quite revolutionary when I used projected images to make cell biological points in class. I now teach using the results of discipline-based education research (DBER) and do my best to use instructional strategies that are demonstrated to improve student learning.
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