By Committee on Undergraduate Biology Education to Prepare Research
Scientists for the 21st Century, National Research Council, Division on Earth and Life Studies, Board on Life Sciences
Organic sciences were revolutionized, not just within the approach examine is carried out - with the advent of thoughts equivalent to recombinant DNA and electronic expertise - but in addition in how learn findings are communicated between execs and to the general public. but, the undergraduate courses that teach biology researchers stay a lot kind of like they have been ahead of those primary adjustments got here at the scene. This new quantity presents a blueprint for bringing undergraduate biology schooling as much as the rate of cutting-edge learn quickly song. It contains suggestions for instructing the subsequent iteration of lifestyles technology investigators, via: construction a robust interdisciplinary curriculum that incorporates actual technology, details know-how, and arithmetic; removing the executive and monetary limitations to cross-departmental collaboration; comparing the impression of clinical university admissions checking out on undergraduate biology schooling; developing early possibilities for self reliant learn; and, designing significant laboratory stories into the curriculum. The committee offers a dozen short case experiences of exemplary courses at major associations and lists many assets for biology educators. This quantity might be very important to biology college, directors, practitioners, specialist societies, examine and schooling funders, and the biotechnology undefined.
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Extra resources for BIO2010: Transforming Undergraduate Education for Future Research Biologists
1 Understanding the unity and diversity of life requires mastery of a set of fundamental concepts. This understanding will be greatly enhanced if biology courses build on material begun in other science courses to expose students to the ideas of modeling and analyzing biological and other systems. Biological systems show remarkable unity at the molecular and cellular levels, reflecting their common ancestry. Variations on this unity lead to the extraordinary diversity of individual organisms. In order for biology students to understand the unifying features of the biological concepts listed below, the concepts must be taught in multiple contexts.
A 1995 convocation held by the NSF and the NRC, From Analysis to Action (NRC, 1996), stressed the need for inquiry-based approaches to the teaching of introductory science courses. In 1998, the Boyer Commission released a report, Reinventing Undergraduate Education: A Blueprint for America’s Research Universities (Kenny and Boyer Commission on Educating Undergraduates in the Research University, 1998), which looked at all disciplines, not just the sciences. Their recommendations focused on making learning more research-focused, creating opportunities for interdisciplinary learning, and providing capstone experiences for seniors to help them integrate the knowledge they have gained throughout their college career.
The typical calculus-based introductory physics course taught today was designed to serve the needs of physics, mathematics, and engineering students. It allocates a major block of time to electromagnetic theory and to many details of classical mechanics. In so doing, it does not provide the time needed for in-depth descriptions of the equally basic physics on which students can build an understanding of biology. By emphasizing exactly solvable problems, the course rarely illustrates the ways that physics can be applied to more recalcitrant problems.
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