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In 2002, a National Research Council (NRC) Committee wasestablished to organize a series of National AcademiesSummer Institutes on Undergraduate Education in Biology(NASIUEB). The goal of these Institutes is to help under-graduate faculty in the life sciences, particularly thoseteaching large classes at research universities, apply findingsfrom recent research about learning to improve theirteaching in ways that will enhance student understandingand retention of biological concepts. The first of theseInstitutes took place at the University of Wisconsin inMadison (UW–Madison) during August 2003. It was a ‘‘pilotconference,’’ including primarily biologists already involvedin educational reforms and intended to provide proof-of-concept for an intensive teaching workshop as well as ideason how best to implement one. As reported in Cell BiologyEducation a year ago (Wood and Gentile, 2003), this meetingwas judged a great success by the participants, and planningwas begun for a second workshop aimed at the target facultydescribed above.The second Summer Institute was also held at UW–Madison, August 16–20, 2004, with major funding from theHoward Hughes Medical Institute (HHMI) in addition tosupport from the National Academies and the hostuniversity. As codirectors of this Institute, we worked withan active Steering Committee and local organizers to planand implement the meeting.

Meeting Report: The 2004 National Academies Summer Institute on Undergraduate Education in Biology