Developing a Research-Rich Introductory Biology Curriculum

生物科学（61）本项目通过将探究引入两门入门课程来满足支持本科生研究的需要。PI正在重组两门生物学入门课程，以包括基于探究的多周实验室模块，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座部分，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，在线生物实验室的一个单位（BLOL，http：//biologylab.awlonline.com/，加州州立大学系统分布式学习中心和Addison Wesley Longman的合作），被子植物激素（D. Emmeluth和D.布罗特角生物学教师，1985年），行为和进化生态学的春天（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。） 典型的交互式课堂技巧包括辩论、角色扮演和单独或合作回答的课堂复习问题（J. Faust和D。Paulson，J. Exc. Coll. Teach，1998; K. DeNeve和M.赫普纳，因诺夫。高等教育，1997; F.卡卡沃这一新课程使学生具有更好的研究技能，对科学有更深的理解，并对开展研究充满热情。该项目还包括互动教学技能的重要教师专业发展。 该项目是新颖的，因为它整合了示范性的实验室，讲座和基于网络的练习，以促进调查，因为它明确强调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提供课程，并且毕业生中有很高比例的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。

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.