Undergraduate Education in the Sciences for Students in Agriculture and Natural Resources Summary of Proceedings of Regional Conferences (1971) / Chapter Skim
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Pages 42-70
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From page 42... ...
T R EN DS I N B I O LOGY C U R R I C U LA 43 with regard to molecular biology, and cited the University of Geneva as a distinct exception. One of Monod's statements is pertinent to the topic here discussed, when he said, "in science, self-satisfaction is death.
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44 John D Lattin • Systematics has long been associated with the dusty confmes of museums, yet as I participated in the Systematics Institute, sponsored by the Smithsonian Institution, the presentations of Robert R
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TR E N D S I N B I O LOGY C U R RI C U LA 45 terested in this question. Cell biology, genetics, physiology and de velopment receive much greater coverage than do morphology, growth and taxonomy.
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46 John D . Lattin Some think so, but I do not.
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TR EN DS I N B I O LOGY C U R RI C U LA 47 McElheny, V
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48 David G . Barry of descriptive information called "the facts." In such an atmosphere, experimentation was the exception-all too frequently, the facts were taught as ends in themselves and drawing and obsetvation were the order of the day.
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TRENDS I N B I O LOGY C U R R I C U LA 49 Early in its existence, the Commission on Undergraduate Education in Biology decided to establish a Panel on Undergraduate Major Cur ricula that would make an "in depth" analysis of what was happening on several campuses that had undertaken extensive reviews of their curricula . It was decided that : • Contact would be made with several top level institutions in cluding those that made use of biology for professional school goals as well as basic science.
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50 David G . Barry were generated in the four-year institutions, which was drawn into a common vocabulary for purposes of analysis.
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T R E N D S I N BI O LOGY C U R R I C U LA 5 1 o f ecology and population biology, establish what can be called an emergence discipline of general biology, dervied from general zoology and general botany - biochemistry and biophysics. How much of the detailed information is identical among the four institutions?
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52 G Fred Somers ulation patterns between two-year and four-year institutions.
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TRENDS I N BI O LOGY CU R R I C U LA 53 the origin and impact of this erosion and to do some guessing about the future. From whence comes the current ferment?
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54 G . F red Somers time-consuming venture.
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TREN DS I N B I O LOGY C U R R I C U LA 55 This study is reported in CUEBS publication No.
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56 G . Fred Somers onomy.
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TREN DS I N B I D LDGY C U R R I C U LA 57 upon the research approaches being used. The tools of the physical sciences and mathematics are largely insensitive to taxonomic hier archies ; it is more efficient to use them without regard to such boundaries.
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58 Robert H Burris ceptive , and they will not move into areas that they recognize as unlikely to contribute substantially in the future.
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TREN DS I N B I O LOGY C U R RI C U LA teins will form a rational basis for explaining the enzymatic and immunological activity of proteins. 59 Spectacular advances in genetics have made it one of the most productive and promising areas in biology.
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60 Robert H Bu rris the separation and identification of compounds in low concentra tions.
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TR ENDS I N B I O LO G Y C U R R I C U LA 6 1 formation must be quantified. This will require extensive analyses of pollutants, development of methods to minimize pollution and detailed studies of the interaction of organisms among themselves and with their total environment.
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62 Robert H . Burris pirical approach to an approach that has a rational basis.
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TR EN DS I N B I O LOGY C U R R I C U LA 63 There are certain pitfalls in instituting core curricula. One is the obvious temptation merely to reshuffle existing courses into a new format and then to declare that a new core program has been created.
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64 Robert H Burris lum designed specifically for agriculture.
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TRENDS I N B I O L O G Y C U R R I C U LA 65 system. One can seek data on initiation of signals and the transmis sion of these signals from point to point and on the nature of the re ceiving stimulus in the sensory process, both at primitive and at highly sophisticated levels.
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T R E N D S I N BI O LO GY C U R R I CU LA 67 on biological undergraduate curricula needs for various agricultural and natural resource areas, there was almost unanimous recognition that today's curricula need to undergo a general overhauling and that the three groups-biology, agriculture, and the natural resources must work together to meet their curricula needs. Many excellent ideas have been generated, but one must recognize that the coopera tive revamping of curricula will be far more difficult than it was to bring together research components into desired groupings.
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T R E N DS I N B I O LO G Y CU R R I C U LA 69 sure to drop laboratories from science courses, for obvious reasons. Last year, several of our most distinguished professors at Raleigh led small group discussions for nonscience majors in lieu of lab in fresh man biology on subj ects such as pollution, population, environment, and food.
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4 Physical Sciences and Mathematics R I CH A R D M . SWE NSON Although the Commission's committees on chemistry , physics and mathematics operated independently , all three arrived at several sim ilar conclusions and recommendations : • A recognition of the rapid changes that have occurred and are occurring in agriculture and natural resources, and of the complex task of preparing graduates for these moving targets • A recognition of the equally rapid changes that are occurring in the basic sciences, and the ever-increasing need for agriculture and natural resources students to have a sophisticated understanding of the physical and mathematical sciences.
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