Fostering Undergraduate Scientists through Inquiry and Research in Biology

生物科学（61）生物系正在建立过程驱动的教育，生产谁了解科学基础，也可以作为科学家的毕业生。 具体而言，该项目通过以环境为导向的教学主题和跨学科生物概念优化整个课程的整合。 该项目还开发了新的调查实验室经验，并扩大了本科生独立学术活动的机会。 特别是，通过对生物学课程进行全学院范围的修订，将研究活动纳入学生发展的每个阶段。 由BSCS和霍华德休斯医学研究所构思和发展的教学哲学已经通过专注于两个教育主题进行了调整。 第一，科学作为一个过程，第二，环境资源作为教学原理和概念的工具。 在这些主题的指导下，我们使用四个跨学科的概念：生物物理学（形式和功能），自我（稳态和能量），血统（进化和遗传连续性）和相互作用（生物体间和环境协会）整合课程。 实施基于探究的实验室活动的模式是由波特兰州立大学发起的科学基石项目。 学生正在开发一般的认知技能（查询开发，数据分析，解决问题），同时他们掌握全方位的概念和课程特定的技术。 此外，学生和教师的研究小组正在建立，对应于两个调查中心和修订后的课程集中的领域。 每个小组由教师导师和学生组成，从大一到大四。 这些小组每周开会，讨论小组中大三和大四学生进行的独立项目。 下层学生参加这些讨论，并担任现场/实验室技术人员。 高年级的学生正在向大学社区展示他们独立研究项目的成果。 该大学正在资助项目成功评估和通过介绍和出版物在全国传播学生项目。

iological Sciences (61) The Department of Biology is instituting process-driven education, producing graduates who understand scientific fundamentals and can also function as scientists. Specifically, the project is optimizing integration throughout the curriculum via environmentally oriented, pedagogical themes and cross-disciplinary biological concepts. The project is also developing new investigative laboratory experiences and expanding opportunities for independent scholarly activities for undergraduates. In particular, through a curricular-wide revision of the biology programs, research activities are being incorporated at each stage of the students' development. A pedagogical philosophy conceived and developed by the BSCS and the Howard Hughes Medical Institute has been adapted by focusing on two educational themes. First, Science as a Process, and second, Environmental Resources as Tools for Teaching Principles and Concepts. Guided by these themes, we are using four cross-disciplinary concepts: Biophysics (form and function), Self (homeostasis and energetics), Lineage (evolution and genetic continuity), and Interactions (inter-organismal and environmental associations) to integrate the curriculum. The model for implementing inquiry-based laboratory activities is the Science Cornerstones Project initiated by Portland State University. Students are developing general cognitive skills (query development, data analysis, problem solving) at the same time they master curricular-wide concepts and course-specific techniques. Additionally, student-faculty research groups are being created that correspond to both centers of investigation and areas of concentration within the revised curriculum. Each group consists of faculty mentors and students, from freshmen through seniors. These groups meet weekly to discuss independent projects conducted by juniors and seniors in the group. Under-class students are taking part in these discussions and serve as field/lab technicians. Upper-class students are presenting the results of their independent research projects to the University community. Assessment of project success and national dissemination of student projects via presentations and publications are being funded by the University.