The Biotechnology Emphasis: Integrating Research into Education to Build a Learning Community

生物科学（61）1998年，我们开设了生物/化学双学位，强调生物技术，向学生介绍基于研究的经验，并以高级研究经验告终。不幸的是，许多学生很难从较低水平的课程过渡到更高水平的课程，这些课程需要在实验室中有更大的独立性。为了发展一个更强大、更全面的项目，我们现在正在将“万花筒计划”的模式和费里斯州立大学和贝茨学院的课程材料应用到我们的生物技术课程中。利用调查实验室的首席研究员系统，我们正在整合真实的研究经验，并创建一个从项目的第一个课程开始的学者社区。课程的设计是为了促进本科生的连续发展，通过采用实验室练习，在每门课程和每年的课程中相互建立。五门二年级和三年级的课程，包括植物生理学、细胞生物学、脊椎动物系统、生物化学I和生物化学II，正在进行修订，以纳入教师的研究兴趣，并让学生在学术生涯的早期参与独立的研究项目。这为学生提供了从调查性实验室到全面研究驱动实验室的更舒适的过渡。在每门课程中，学生使用复杂的仪器来收集和分析数据，并最终向彼此和科学界展示他们的结果。为了加强社区意识，我们每年举办生物科技欢迎活动、生物科技颁奖宴会和生物科技讨论及谘询小组。这些机会模拟了专业会议和非正式的科学交流，使学生能够在更一致、更非正式的基础上相互交流，并与项目中的教师进行互动。

Biological Sciences (61)In 1998 we initiated the biology/chemistry double major with a biotechnology emphasis that introduces students to research-based experiences and culminates in a senior research experience. Unfortunately, many students have had difficulty transitioning from the lower level courses to the upper level courses that require a greater level of independence in the laboratory. In order to develop a stronger, more comprehensive program, we are now adapting the Project Kaleidoscope model and curricular materials from Ferris State University and Bates College to our courses in biotechnology. Utilizing the principal investigator system of investigative labs, we are integrating authentic research experiences and creating a community of scholars beginning in the first courses of the program. Courses are being designed to foster the sequential development of undergraduates by employing laboratory exercises that build upon one another from course-to-course and year-to-year. Five sophomore and junior level courses including plant physiology, cell biology, vertebrate systems, biochemistry I and biochemistry II are being revised to incorporate faculty research interests and to involve students in independent research projects much earlier in their academic career. This provides students a more comfortable transition from investigative laboratories to full research driven laboratories. In each course, students use sophisticated instruments to collect and analyze data and ultimately present their results to each other and the scientific community. In order to develop an enhanced sense of community we have developed an annual Biotechnology Welcome experience, a Biotechnology Awards Banquet, and Biotechnology Discussion and Advising Groups. These opportunities mimic professional meetings and informal scientific exchanges and allow students to interact with each other and with the faculty members in the program on a more consistent and less formal basis.