Undergrads, using state-of-the-art research tools, are learning key research skills while making discoveries.

Curriculum

Reform

First-year biology students in the new undergraduate lab, directed by professor Josh Steffens, at the new Crocker Science Center

Matt Crawley

Bio-fundamentals: first semester undergrads are now required to be in the lab where a microscope soon becomes an extension of their gloved hands

When students sat in their first biology class this fall they were likely unaware it would be a new type of learning experience offered by the School of Biological Sciences. Almost immediately, students were analyzing data, solving problems in groups, and carrying out authentic research to learn the fundamentals of biology. Novel student experiences are the result of a deliberate change in the approach faculty are taking to facilitate deep and lasting learning and engagement in the biological sciences.

The changes to first year curriculum are the result of a task force chaired by Associate Director Leslie Sieburth and other faculty, including the director of undergraduate studies and assistant professor Naina Phadnis. The task force developed the School’s required classes using evidence-based pedagogical approaches that would propel students into taking a more active role in their lecture courses. For example, students no longer sit and listen in lecture, but instead spend much of their time in small groups using data to develop their own understanding of key concepts. In other words, students are learning about biology more like scientists and less like students in a typical lecture.

Students, using state-of-the-art research tools, are learning key research skills while making discoveries. “Learning how to use the tools while carrying out research at the same time,” says Steffen, “creates a level of excitement that only comes with making a new discovery.” Phadnis agrees, but takes it a step further: “We use these methods not only to understand biology but to develop critical thinking… . When was the last time you used evidence-based practices to make a decision?” she asks rhetorically.

Curriculum redesign also allowed the group to take advantage of the abundant opportunities provided by the opening of new research space in the Crocker Science Center. Joshua Steffen PhD’13, who returned to the U in July, is helping students in lab to identify novel antibiotics as part of a national effort to address the challenge of emergent antibiotic resistant pathogens.

Students, using state-of-the-art research tools, are learning key research skills while making discoveries.

Now, incoming students required to take the four-class core curriculum in the School of Biological Sciences will be more likely to gauge decision-making in and outside the lab through data they’ve gathered as well as experience the sheer joy and challenge that comes from research.

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