Points of view: content versus process: is this a fair choice? Undergraduate biology courses for nonscientists: toward a lived curriculum.

Note from the Editors Cell Biology Education (CBE) is pleased to present “Points of View,” a series designed to address issues faced by many people within the life sciences educational realm. We present several differing points of view back-to-back on a given topic to promote discussion of the topic. Readers are encouraged to participate in the online discussion forum hosted by CBE at http://www.cellbioed.org/discussion/public/main.cfm. We hope op-ed pieces on “Points of View” will stimulate thought and dialogue on significant educational issues. In this issue, we address the question “What should a biology student know?” Can biologists agree on a core set of content that all biology students should know? What about biology majors versus nonmajors? Can we create a list of facts or skills that every biology student should master? Or should our goals de-emphasize content and concentrate on ability to think, reason, analyze, and communicate? Are the details unimportant as long as students can ask good questions and figure out ways to answer their questions? We present two different “Points of View” that differ in their preferred educational outcomes. The “Points of View” we present in this issue provide two perspectives that may be familiar ones argued in your department. We invite you to share your ideas, experiences, and insights on the discussion board.