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This asynchronous course aims to deepen educators’ knowledge of inclusive teaching practices. The course was designed with undergraduate introductory life science educators in mind, but components of the course will resonate with educators in other contexts.

To develop our Model Builder web tool, BioInteractive worked with Jon Darkow, an educator in Ohio. This Q&A discusses the Model Builder development process and the features he's most excited about.

Getting students engaged in learning about the cell cycle can be difficult. In this Educator Voices article, educator Kathy Van Hoeck describes how she uses cancer as an anchoring phenomenon to spark student interest.

HHMI BioInteractive is a proud collaborator on a new project that reimagines the original Crash Course Biology series. In this article, science communicator Hank Green discusses how this collaboration will deliver value for both students and teachers for years to come. 

In this Educator Voices article, professor John Moore describes a "backwards" approach to teaching energy use in cells that traces the process from ATP in use back through glycolysis. 

Asking scientific questions is a foundational skill that takes instructional support for students to develop. In this article, Bernice Brythorne outlines how she uses BioInteractive resources to get her students to formulate and refine scientific questions. 

Professor Melissa Haswell details a multiweek virtual model to develop basic scientific knowledge and skills using BioInteractive resources that culminates in an eight-week-long animal behavior research project.

Our new Interactive Video Builder tool lets educators embed their own questions into our videos. In this Educator Voices article, Annie Prud’homme-Généreux details research-based strategies for designing effective interactive videos.

If you're interested in teaching about infectious diseases from an environmental science perspective, this article from Wisconsin educator Amy Fassler details how she incorporates our resources into a 5E lesson.

If you're interested in using facilitated discussions to promote scientific literacy and empower students to make evidence-based decisions, this article from professor Holly Basta details how she restructured her course to promote student questioning and talk.

To prevent his AP Environmental Science students from having "problem fatigue," Florida educator Scott Sowell focuses on how environmental solutions are developed, justified, implemented, and evaluated.

Data Points are useful resources that use figures from the primary literature and guided sets of supporting questions. In this article, professor Phil Gibson discusses how he uses modified version of our Data Point activities as simplified case studies.