Creating and Implementing a Research-Infused Botanical Curriculum: Exploring Plants from Communities to Molecules

生物科学（61）.这个以植物为基础的生命科学课程项目需要设计，实施和评估一种创新的研究型教学模式，使所有学生能够在生物层次的多个层次上进行原创生物学研究，从分子到社区。该模型引入实验室模块开发从正在进行的本科论文工作到核心的第一年课程，然后将本科研究项目垂直纳入生物课程在大二，大三和大四的水平。这些模块补充了基本植物科学概念（群落生态学，分类学，生理学和分子群体遗传学）的传统教学，并促进了实验设计和分析技能的发展。此外，正在设计这些单元，使课堂研究人员了解在多个时间段（低年级和高年级课程）研究同一问题的几个不同方面和方法，并使他们对科学过程产生欣赏。而不是只使用传统的一对一的方法指导本科生的研究，这种方法提供了第一手的，基于课程的研究经验，为所有生物学学生。在评估这些单元在实现学生学习目标方面的有效性时，使用了几种既定的可靠工具。这些模块的设计具有灵活性，允许在各种类型的机构（包括中学、城市或农村大学、学生人数或多或少的学校）采用基于研究的教学模式，并通过网站共享。这种以研究为基础的教学模式还包括使用高层次的研究学生在实验室练习中指导低年级学生。研究生受益于接受宝贵的教学培训;担任导师是让他们有机会变得更加知识渊博，并善于沟通他们所选择的研究课题。该项目由生物科学理事会新兴前沿司的资金共同资助。

Biological Sciences (61). This plant-based life sciences curriculum project entails the design, implementation, and assessment of an innovative model for research-based pedagogy that allows all students to do original biological research across multiple levels of the biological hierarchy, from molecules to communities. The model introduces laboratory modules developed from ongoing undergraduate thesis work into core first-year courses, then incorporates undergraduate research projects vertically into biology curricula at the sophomore, junior, and senior levels. The modules supplement traditional instruction in basic plant science concepts (community ecology, taxonomy, physiology, and molecular population genetics), and facilitate development of experimental design and analysis skills. In addition, the modules are being designed to expose classroom researchers to several different facets of and approaches to studying the same problem during multiple time periods (lower- and upper-division courses), and to engender in them an appreciation of the scientific process. Rather than using only traditional one-on-one methods for mentoring undergraduate research, this approach provides first-hand, course-based research experiences for all biology students. The evaluation of the effectiveness of the modules at addressing goals for student learning incorporates use of several established and reliable instruments. The modules are designed to be flexible, allowing for adoption of the research-based pedagogy model at a variety of institutional types (including secondary schools, urban or rural universities, and schools with small or large student bodies), and are being shared through a website. This research-based pedagogy model also incorporates use of upper-level research students to mentor cohorts of underclassmen during laboratory exercises. The research students benefit by receiving invaluable instructional training; serving as mentors is giving them opportunities to become more knowledgeable and adept at communicating about their chosen research topics.This project is being co-funded by funds from the Directorate for Biological Sciences, Emerging Frontiers Division.