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Bio 2010: Transforming Undergraduate Education for Future Research Biologists
for truly interdisciplinary education to be achieved, administrative and financial barriers to cross-departmental collaboration between faculty must be eliminated. (page 60)
Laboratory courses should be as interdisciplinary as possible, since laboratory experiments confront students with real-world observations do not separate well into conventional disciplines. (page 75)
All students should be encouraged to pursue independent research as early as is practical in their education. They should be able to receive academic credit for independent research done in collaboration with faculty or with off-campus researchers. (page 87)
Seminar-type courses that highlight cutting-edge developments in biology should be provided on a continual and regular basis throughout the four-year undergraduate education of students. Communicating the excitement of biological research is crucial to attracting, retaining, and sustaining a greater diversity of students to the field. These courses would combine presentations by faculty with student projects on research topics. (page 91)
Medical school admissions requirements and the Medical College Admissions Test (MCAT) are hindering change in the undergraduate biology curriculum and should be reexamined in light of the recommendations in this report. (page 111)
Faculty development is a crucial component to improving undergraduate biology education. Efforts must be made on individual campuses and nationally to provide faculty the time necessary to refine their own understanding of how the integrative relationships of biology, mathematics, and the physical sciences can be best melded into either existing courses or new courses in the particular areas of science in which they teach. (page 113)