. "5. Enabling Undergraduates to Experience the Excitement of Biology." BIO2010: Transforming Undergraduate Education for Future Research Biologists. Washington, DC: The National Academies Press, 2003.
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Bio 2010: Transforming Undergraduate Education for Future Research Biologists
dergraduate research on college or university campuses. Corporate sponsorship for faculty to work in industry during summers or sabbaticals would help transfer knowledge into the academic setting. Similar types of benefits might be possible by arranging for scientists and engineers employed by local companies to regularly come to campus and interact with faculty and students.
Many independent research institutes also offer summer programs that provide students with opportunities for laboratory work at very high levels using the most modern equipment. For example, Cold Spring Harbor has carried out for many years an Undergraduate Research Program that has been very successful in encouraging students to enter the profession, and has given others an appreciation of how research is done. Colleges and universities should make maximum use of such research opportunities, and both public and private research institutes should be encouraged to develop undergraduate research programs.
Biology undergraduates also should be given opportunities to study and carry out research in foreign countries to broaden their education and enhance their appreciation of the international nature of science Case Study #9). As research science is increasingly an international endeavor, future researchers will benefit from experiences that give them the opportunity to work with researchers from other countries in Web partnerships or other projects, or to spend time in research laboratories in other countries. The University of California at Irvine maintains a list of programs available for undergraduates to do research abroad at http://www.cie.uci.edu/iop/research.html
SEMINARS TO COMMUNICATE THE EXCITEMENT OF BIOLOGY
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.
Real problems reveal the connections between the different scientific disciplines. One benefit of using real examples is the demonstration to