vidual students and science in general, BRAVO! gives the undergraduate curriculum at UA a more international perspective. Upon returning from abroad, each BRAVO! student gives a “datablitz” (presentation of research and experience accompanied by a meal typical of food in the country visited) to students, faculty, family, and friends. Students also write an article for the monthly Undergraduate Biology Research Program newsletter.
BRAVO! helps prepare students for the international nature of today’s world. It recognizes that the problems facing humankind cut across national boundaries. For example, an increase in vector insect populations in northern Mexico has implications for the spread of diseases such as dengue fever into the United States. Modern travel leads to the spread of infectious diseases, such as West Nile fever, previously known only in developing countries, and spreads diseases such as TB, HIV, and AIDS throughout the world. To understand and treat such diseases requires not only scientific knowledge, but also the ability and the will to work with people from other cultures. BRAVO! provides an innovative model for how research universities can internationalize the curriculum for science students. Similar programs at other institutions have developed as others recognize that undergraduates can thrive in an international research setting.
For more information: http://www.blc.arizona.edu/UBRP/bravo/default.html
with an eye to the type of material and presentations that will engage students with limited scientific backgrounds. As a supplement, students could investigate a topic related to one of the presentations. Their investigations could include finding review articles or interviewing graduate students or post-docs in the faculty member’s lab. More ideas along these lines are presented in the report Transforming Undergraduate Education in Science, Mathematics, Engineering and Technology (NRC, 1999b, p. 5). One program that advocates the idea of engaging students by presenting science in context is called SENCER (Science Education for New Civic Engagements and Responsibilities) and is organized by the American Association of Colleges and Universities. SENCER attempts “to connect science and civic engagement by teaching, through complex and unsolved public issues, such