BIO2010 Transforming Undergraduate Education for Future Research Biologists (2003) / Chapter Skim
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6. Implementation
6. Implementation
Pages 101-116
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From page 101... ...
For a school that is starting with a conventional modern biology curriculum, the committee envisions that multiple levels oftransition would be necessary to fully incorporate physics, chemistry, mathematics, and engineering into the education of future biomedical researchers. Indeed a complete curriculum transformation would require alterations in departmental structures that may not be feasible in the short term.
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From page 102... ...
In addition, it is challenging yet important to balance the needs of students with different career goals. While interdisciplinary education in biology is crucial to preparing the next generation of biomedical researchers, it also presents an opportunity to demonstrate real-world examples that will intrigue biology students.
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From page 103... ...
For the biology faculty, incorporating such a module would be an opportunity to learn the underlying physical science and mathematics and potentially learn the skills necessary to subsequently teach the module independently. By starting with small modules and focusing on the transfer of disciplinary material, there would be minimal change in curriculum, the biology faculty could keep the course coherent, and the students would gradually become accustomed to the teaching approach.
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From page 104... ...
These will often require increasing the recognition and rewards for faculty who teach outside of their department, possibly by allocating credit hours for teaching based on the department of the faculty member instead of the department listing the course. Interdisciplinary innovation also will require substantial faculty time and effort to develop new course materials, adapt existing curricula to their particular needs, 1 and learn new topics.
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From page 105... ...
Preparing Future Faculty can also help current faculty consider how student learning might vary from discipline to discipline. Additional information is available at: http://www.preparing-faculty.org/.
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From page 106... ...
ACUBE works to improve the teaching of the biological sciences, identify common problems involving biological curricula, encourage active participation in biological research by teachers and students in the belief that such participation is an invaluable adjunct to effective teaching, and create a collective voice for teachers of the biological sciences. Additional information is available at http://www.acube.org/.
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From page 107... ...
org. NURTURING THE PRODUCTION OF NEW BOOKS AND OTHER TEACHING MATERIALS AS was discussed earlier, the transformation of undergraduate biology education is critically dependent on the availability of new texts and monographs, project-based laboratory guides and materials, and modules to enhance interdisciplinary education.
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From page 108... ...
Curriculum development, as2The National STEM Education Digital Library program (NSDL) project is composing digital libraries in multiple scientific disciplines in order to facilitate the online sharing of learning environments and resources for STEM education.
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From page 109... ...
The two principal organizations that have funded undergraduate biology education are NSF and HHMI. NSF supports a diverse array of projects in undergraduate science education.
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From page 110... ...
First, Educational Material Development focuses on producing new, innovative materials, such as textbooks, that incorporate effective learning practices in order to enhance student comprehension in STEM. Second, the National Dissemination project seeks to provide faculty members with development opportunities, such as workshops, in order to implement effective educational practices as well as improve the quality of their teaching.
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From page 111... ...
, creation of teaching materials and conferences, and workshops in biomedical engineering. The foundation has recently consolidated a number of initiatives into Leadership and Development Awards that provide substantial funding to institutions committed to continuing to build up biomedical engineering after the foundation closes its doors.
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From page 112... ...
A change in the M CAT itself, or in the way it is used for medical school admissions, would allow the biology curriculum to develop in a way that is beneficial to all students instead of allowing the content of the M CAT to dictate what students are taught. THE CENTRAL ROLE OF FACULTY DEVELOPMENT IN CURRICULUM TRANSFORMATION Undergraduate biology education can be effectively transformed only through close and sustained collaboration between colleges, universities, government agencies, professional societies, and foundations.
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From page 113... ...
Exports must Ire madLe on indLivid(ual campuses and nationally to provide faculty the time necessary to refine their own understanding of how the integrative relationships of biology, mathematics, and the physical sciences can Ire IDest meldLedt into either existing courses or new courses in the particular areas of science in which they teach. The committee recommends the creation of a new venue to promote discussion, analyze outcomes, and sustain innovation in the reform of undergraduate biology education.
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From page 114... ...
Potential Topics for Summer Institute Workshops Include the Following: · Development of modules and detailed guides to narrow topics suitable for incorporating into existing courses. Potential areas for modules are the integration of quantitative examples into biology courses, or the presentation of examples from recent biological research that rely upon basic principles of chemistry or physics.
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From page 115... ...
A series of planning meetings has already begun with representatives of the above groups. The current draft proposal calls for an initial workshop on designing interdisciplinary modules for existing courses and recommends an oversight committee to determine future workshops, select instructors, provide continuity, assess the impact of the workshops, and set overall policy and direction.
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From page 116... ...
For these changes to happen colleges and universities must reexamine their current curricula. Administrators, funding agencies, and professional societies should all work to encourage the collaboration of faculty in different departments and the development of teaching materials that incorporate mathematics, physical science, or information science into a biology education.
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