Developing a Research-Rich Introductory Biology Curriculum

开发研究丰富的生物学入门课程

• 批准号: 0311609
• 负责人: Jeffrey McKinnon
• 金额: $ 17万
• 依托单位: University of Wisconsin-Whitewater
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-07-01 至 2006-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0311609&HistoricalAwards=false
• 关键词: Developing; Research; Rich; Introductory; Biology

Biological Sciences (61) This project addresses the need to support undergraduate research by introducing inquiry into two introductory courses. The PIs are restructuring two introductory biology courses to include inquiry- based, multi-week laboratory modules adapted from several successful external models. Simultaneously, they are revising the lecture portion of these courses to increase interaction and inquiry. Among the laboratory models being adapted in the BIO I course are the Plant Profile Project (R. Noyd, (http://www.botany2001.org/section13/abstracts/9.shtml, 2001), Yeast Genetics Model System (T. Manney, et al., Kansas State University), Evolution Lab, a unit in Biology Labs On-Line (BLOL, http://biologylab.awlonline.com/, a collaboration of the California State University system Center for Distributed Learning and Addison Wesley Longman), Angiosperm Hormones (D. Emmeluth and D. Brott, Am. Biol. Teacher, 1985), Behavioral and Evolutionary Ecology in Springs (D. Glazier, http://faculty.juniata.edu/glazier/researchlink/rl2kpage1.htm ), and Conservation Biology (N. Ruggeri, University of Wisconsin-Madison.) Model interactive lecture techniques include debate, role-playing, and mid-lecture review questions answered singly or cooperatively (J. Faust and D. Paulson, J. Exc. Coll. Teach, 1998; K. DeNeve and M. Heppner, Innov. Higher Educ., 1997; F. Caccavo, Am. Biol. Teacher, 2001).This new curriculum produces students with better research skills, a deeper understanding of science, and enthusiasm for conducting research. The project also incorporates significant faculty professional development on interactive teaching skills. The project is novel because it integrates exemplary laboratory, lecture, and web-based exercises to promote inquiry and because it explicitly emphasizes evolutionary biology as a unifying concept throughout. Because the university has a mandate to provide programs for students with disabilities and graduates a high proportion of underrepresented minority students, the curricular revisions have a large impact on these populations of students.

本项目通过对两门入门课程的探究来解决支持本科生研究的需要。pi正在重组两门生物学入门课程，包括基于探究的、多周的实验模块，这些模块改编自几个成功的外部模型。同时，他们正在修改这些课程的讲课部分，以增加互动和探究。在BIO I课程中采用的实验室模型包括植物概况项目(R. Noyd, (http://www.botany2001.org/section13/abstracts/9.shtml, 2001)，酵母遗传模型系统（T. Manney, et al.，堪萨斯州立大学），进化实验室，生物实验室在线（BLOL, http://biologylab.awlonline.com/，加利福尼亚州立大学分布式学习系统中心和Addison Wesley Longman的合作），被子植物激素（D. Emmeluth和D. Brott, Am）。医学杂志。《教师》，1985年)，《春天的行为和进化生态学》（D. Glazier, http://faculty.juniata.edu/glazier/researchlink/rl2kpage1.htm），《保护生物学》（N. Ruggeri，威斯康星大学麦迪逊分校）。典型的互动讲座技术包括辩论、角色扮演和单独或合作回答讲座中的复习问题（J. Faust和D. Paulson， J. Exc. Coll）。教,1998;K. DeNeve和M. Heppner, innovv。更高的建造。, 1997;F.卡卡沃，Am。医学杂志。老师,2001)。这个新课程培养学生更好的研究技能，对科学有更深的理解，以及进行研究的热情。该项目还结合了教师在互动教学技能方面的重要专业发展。这个项目是新颖的，因为它整合了典型的实验室、讲座和基于网络的练习来促进探究，因为它明确地强调了进化生物学作为一个统一的概念贯穿始终。由于该大学的任务是为残疾学生和毕业生提供课程，这些学生中有很大一部分是代表性不足的少数民族学生，因此课程修订对这些学生群体产生了很大影响。