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 study is carried out - with the advent of innovations similar to recombinant DNA and electronic expertise - but additionally in how study findings are communicated between execs and to the general public. but, the undergraduate courses that educate biology researchers stay a lot just like they have been earlier than those basic alterations got here at the scene. This new quantity presents a blueprint for bringing undergraduate biology schooling as much as the rate of state-of-the-art learn speedy tune. It comprises concepts for instructing the following iteration of existence technology investigators, via: construction a robust interdisciplinary curriculum that incorporates actual technology, info know-how, and arithmetic; putting off the executive and monetary obstacles to cross-departmental collaboration; comparing the influence of scientific university admissions checking out on undergraduate biology schooling; growing early possibilities for self reliant learn; and, designing significant laboratory studies into the curriculum. The committee offers a dozen short case reports of exemplary courses at major associations and lists many assets for biology educators. This quantity can be very important to biology college, directors, practitioners, expert societies, learn and schooling funders, and the biotechnology undefined.
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Additional resources for BIO2010: Transforming Undergraduate Education for Future Research Biologists
The publication advocates that professional societies learn from each other and work together to promote the production and dissemination of educational materials and argues effectively that professional societies must play a leadership role in promoting faculty development. A 1999 report from the NRC, Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology (NRC, 1999b), addresses many of the larger institutional issues that must be solved to truly improve undergraduate science education.
Often that mentor was a faculty member who supervised an undergraduate laboratory project. For example, Mary Allen, the Jean Glasscock Professor of Biological Sciences and chair of the Department of Biological Sciences at Wellesley, said: I was an undergraduate studying chemistry at a large research university when I discovered, through a summer of mentored research, that I truly loved the excitement of discovering something new through research. I spent a summer driving around the state of Wisconsin in a University van, collecting large volumes of lake water, then taking them back to the lab and analyzing them and trying to get microbes to grow in them.
CONCEPTS AND SKILLS FOR THE NEW CURRICULUM The concepts presented in this chapter are the end result of the long study process described in Chapter 1. Initially the committee examined the requirements for biology majors at 12 institutions of various types around the country. They compared this information to the requirements for biology majors at their own college or university and discussed some of the similarities and differences. The committee also discussed the desired characteristics for the invited experts who would participate in the panels on Chemistry, Physics and Engineering, and Mathematics and Computer Science.