Now in its 24th year, the ASM Conference for Undergraduate Educators (ASMCUE) gathers more than 350 microbiology and biology educators for an interactive four-day conference. Educators come from colleges, universities, and international institutions to learn and share the latest information in the biological sciences and education research.
The Conference program includes plenary, concurrent, poster, and exhibit sessions. Participants engage in formal and informal small group discussions between colleagues all focused on the same goal: to improve teaching and learning in the biological sciences.
Formerly known as the Undergraduate Microbiology Education Conference, this conference is sponsored by the Committee on Undergraduate Education, a committee of the ASM's Education Board and managed in conjunction with the ASMCUE Steering Committee.
The Origins of ASMCUE
The excerpt below explains the origin of the ASM educator conference. It is an excerpt taken from "A Retrospective Look at 20 Years of ASM Education Programs (1990-2010) and a Prospective Look at the Next 20 Years (2011-2030)," by ASM Education Director, Amy Chang. The full article is freely available in Volume 12, Number 1 (2011) of the Journal of Microbiology & Biology Education.
"Education sessions at the ASM General Meeting proliferated through the early 1990s from two sessions in 1988 to sixteen in 1993; however, ASM educator members wanted even more opportunities for in-depth discussions about the undergraduate curriculum. In 1993, these members called for revamping the undergraduate microbiology curriculum. A core group of approximately 100 microbiologists gathered for consensus-building discussions prior to the ASM General Meetings of 1994 to 1996. These discussions culminated in the first version of the ASM Recommended Curriculum Guidelines for Microbiology (14). This same core group advocated continued sponsorship of the gathering, envisioning it as a forum for educators to advance the guidelines by sharing their latest and best teaching strategies and innovations. Today, the gathering is held annually, in international esteem, as the ASM Conference for Undergraduate Educators (ASMCUE) (2). Attendance has tripled, and more than 300 biologists from around the world attend to improve their teaching techniques, engage in teaching as a scholarly endeavor, and identify with a community. Topics include teaching, learning and assessment, classroom and independent student research, student advising and mentoring, graduate training and professional skills development, K-12 outreach, and community service. Faculty present papers and posters; publishers and authors showcase textbooks and multimedia programs. Post-conference surveys suggest that 80% of the attendees indicate ASMCUE as their primary source for professional development."
July 26–29, 2018
Renaissance Austin Hotel
Austin, Texas, USA
ASMCUE and ASM Programs Featured in "Vision and Change in Undergraduate Biology Education: A Call to Action"
The Vision and Change report published in 2011 by the American Association for the Advancement of Science (AAAS) urges substantial changes in how biology is taught in colleges and universities. The report acknowledges ASM's contributions to undergraduate education, particularly citing on p. 60-61 the Annual ASM Conference for Undergraduate Educators as a venue that advances the scholarship of teaching and learning in biology, the ASM Biology Scholars Program for its efforts to support faculty with ongoing peer mentoring and a community that catalyzes and sustains faculty efforts to adopt new practices, and the Coalition for Education in the Life Sciences (which the Board established and supported between 1991 and 1998). The report also notes the 2010 decision to publish ASMCUE abstracts in ASM's Journal of Microbiology & Biology Education in order to provide authors a citation for their work in the field. Finally, this "In Practice" highlight section of the report concludes, "It is expected that ASMCUE participants will contribute new knowledge and understanding in biology education as they develop professionally and that they will be recognized and rewarded for these efforts, leading to genuine reform in undergraduate biology education."