Fostering Undergraduate Scientists through Inquiry and Research in Biology

生物系正在建立过程驱动型教育，培养既懂科学基础又能成为科学家的毕业生。具体来说，该项目通过环境导向、教学主题和跨学科生物学概念来优化整个课程的整合。该项目还开发了新的研究性实验室经验，并扩大了本科生独立学术活动的机会。特别是，通过对生物学课程的全面修订，研究活动被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理念已被改编，重点放在两个教育主题上。第一，科学是一个过程，第二，环境资源是教学原则和概念的工具。在这些主题的指导下，我们使用了四个跨学科的概念：生物物理学（形式和功能），自我（稳态和能量学），谱系（进化和遗传连续性）和相互作用（生物间和环境关联）来整合课程。实施探究式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。学生在掌握课程概念和课程技术的同时，也在发展一般的认知技能（查询开发、数据分析、问题解决）。此外，正在创建学生-教师研究小组，以对应于修订后课程中的调查中心和重点领域。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。低年级学生参加这些讨论，并担任现场/实验室技术人员。高年级学生正在向大学社区展示他们独立研究项目的成果。评估项目成功和通过演讲和出版物在全国传播学生项目的资金由该大学提供。

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.