CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Cultivation of an interdisciplinary, research-based neuroscience minor at Hope College

Tác giả

Chase L.A.; Stewart J.; Barney C.C.

Năm xuất bản

2006

Source title

Journal of Undergraduate Neuroscience Education

Số trích dẫn

DOI

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-33750155730&partnerID=40&md5=f2d90f919052d57775e6f7ebe9ff9681

Tóm tắt

Hope College is an undergraduate liberal arts college with an enrollment of approximately 3,000 students. In the spring of 2005, we began to offer an interdisciplinary neuroscience minor program that is open to all students. The objective of this program is to introduce students to the field of neuroscience, and to do so in such a way as to broaden students' disciplinary perspectives, enhance communication and quantitative skills, and increase higher-level reasoning skills by encouraging collaboration among students who have different disciplinary backgrounds. This is a research-based program that culminates in a one-year capstone research course. Here we present the story of the program development at Hope College, including a description of our newly developed curriculum, our initial assessment data, and the lessons we have learned in developing this program. Copyright © 2006 Faculty for Undergraduate Neuroscience.

Từ khóa

Crawdad; Curriculum development; Interdisciplinary; Liberal arts college; Neuroscience minor; Undergraduate curriculum

Tài liệu tham khảo

The role of private sector in training the next generation of biomedical scientists, Proceedings of a Conference Held at HHMI in February 2000, (2000); Bear M.F., Connors B.W., Paradiso M.A., Ed., (2006); Crowther D.T., Cooperating with constructivism. Getting the word out on the meaning of "constructivism, J Coll Sci Teach, 29, pp. 17-23, (1999); Fortenberry N.L., Integration of research and curriculum, CUR Quarterly, 19, pp. 54-61, (1998); Henderson L., Buising C., A research-based molecular biology laboratory, J Coll Sci Teach, 30, pp. 322-327, (2000); Leonard W.H., How do college students best learn science?, J Coll Sci Teach, 29, pp. 385-388, (2000); McConnaughay K., Welsford I., Stabenau E., Inquiry, investigation and integration in undergraduate science curricula, CUR Quarterly, 20, pp. 14-18, (1999); McLean R.J.C., Original Research Projects - A major component of an undergraduate microbiology course, J Coll Sci Teach, 29, pp. 38-40, (1999); McNeal A.P., Silverthorn D.U., Stratton D.B., Involving students in experimental design: Three approaches, Am J Physiol, 275, (1998); Addressing the Nation's Changing Needs for Biomedical and Behavioral Scientists, (2000); BIO2010: Undergraduate Education to Prepare Biomedical Research, (2002); Newman E.A., MetaNeuron, (2002); What Works: Building Natural Science Communities, 1, (1991); Ramirez J.J., Undergraduate education in neuroscience: A model for interdisciplinary study, Neuroscientist, 3, pp. 166-168, (1997); Sundberg M.D., Moncada G.J., Creating effective investigative biology laboratories for undergraduates, Bioscience, 44, pp. 698-704, (1994); Sundberg M.D., Armstrong J.E., Dini M.L., Wischusen E.W., Some practical tips for instituting investigative biology laboratories, J Coll Sci Teach, 19, pp. 353-359, (2000); Svinicki M.D., A theoretical foundation for discovery learning, Am J Physiol Edu, 275, (1998); Switzer P.V., Shriner W.M., Mimicking the scientific process in the upper-division laboratory, Bioscience, 50, pp. 157-162, (2000); Wiertelak E., Neuroscience education: Goals for the undergraduate program, PKAL White Paper, (2003); Woodhull-McNeal A.P., Project labs in physiology, Am J Physiol, 263, pp. 329-332, (1992); Wycoff S., Changing the culture of undergraduate science teaching, J Coll Sci Teach, 30, pp. 306-312, (2000); Wyttenbach R.A., Johnson B.R., Hoy R.R., Crawdad: A CD-ROM Lab Manual for Neurophysiology, (1999); Zamer W.E., Introducing undergraduate laboratories in nerve and muscle physiology, CUR Quarterly, 14, pp. 61-63, (1993); Zoller U., Teaching tomorrow's college science courses - Are we getting it right, J Coll Sci Teach, 29, pp. 409-414, (2000)