Developing a Research-Rich Introductory Biology Curriculum

生物科学(61)这个项目通过在两门入门课程中引入探究来解决支持本科生研究的需要。PIS正在重组两门生物学入门课程，以纳入基于探究的、为期数周的实验室模块，该模块改编自几个成功的外部模型。与此同时，他们正在修改这些课程的讲课部分，以增加互动和探究。在生物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年)、酵母遗传学模型系统(T.Manney等人，堪萨斯州立大学)、进化实验室，在线生物实验室中的一个单元(Blol，http://biologylab.awlonline.com/，，加州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比奥尔。教师，1985年)，春季行为和进化生态学(D.Glazier，http://faculty.juniata.edu/glazier/researchlink/rl2kpage1.htm)，和保护生物学(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、角色扮演和课中复习问题，单独回答或合作回答(J.浮士德和D.保尔森，J.科尔。Tessen，1998；K.Denve和M.Heppner，Innov.高等教育，1997；F·卡卡沃，美国比奥尔。这一新课程培养的学生具有更好的研究技能，对科学有更深的理解，并对进行研究充满热情。该项目还纳入了教师在互动教学技能方面的重大专业发展。这个项目很新颖，因为它集成了示范性的实验室、讲座和基于网络的练习来促进探究，而且它明确强调进化生物学是一个贯穿始终的统一概念。由于该大学的任务是为残疾学生和毕业生提供课程，而少数民族学生的比例很高，因此课程修订对这些学生群体有很大影响。

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.