biological applications. A third semester might be on biostatistics, emphasizing different ways to analyze and interpret data. A fourth semester could include discrete math and algorithms and could be taught in the context of biological issues, including those arising in genomics.

In summary, for the future biomedical researcher, the committee proposes:

  • A reorganization of the chemistry offerings to allow for the early presentation of organic chemistry and the addition of some analytical and physical chemistry to the organic and inorganic courses. One potential arrangement of courses would be for students to start with a one-semester introductory inorganic course (rather than the two currently taught at many institutions), followed by two semesters of organic, one (or two) of biochemistry and then a combined physical and analytical course.

  • An expansion of the physics offerings to include a third semester that incorporates engineering principles into the syllabus in order to assist students in becoming familiar with modeling and analysis of biological and other systems. Other topics might include molecular physics, biospectroscopies, and dynamical networks.

  • A new mathematics sequence that exposes students to statistics, probability, discrete math, linear algebra, calculus, and modeling without requiring that a full semester be spent on each topic. A brief overview of these topics could be presented in two semesters, but a full introduction and the inclusion of more computer science would more likely take four semesters.

Potential Curricula

Four quite different examples of a modernized four-year curriculum for a biology major are presented below to stimulate discussion among faculty. These tables represent various course options a student might take. They do not represent proposed requirements for a major. At first glance the courses in the tables may not look so different from the current offerings at some colleges. The idea here is to incorporate some of the concepts presented earlier in the chapter into each of these science courses. Another change from the current practice at some universities would be the increased incorporation of teaching techniques such as inquiry-based learning and approaches such as those presented in the next two chapters. Many institutions would need to revamp their course offerings in order to allow

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