Seminar-type courses that highlight cutting-edge developments in biology should be provided on a continual and regular basis throughout the fouryear 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 students with a quantitative bent that biology is not a purely descriptive science. These courses should be offered to all students; however, they are especially important for first-year students in colleges where biology courses are normally started only in the sophomore year. Through such courses, biology students can retain and increase their interest in the field.
Recent advances in biological research are exciting; exposing students to the current research at an early stage in their education will help them to see this excitement. Research can be presented by inviting faculty or other scientists to talk about their work; it does not necessarily require students to work in labs immediately. Presenting students with numerous questions that remain to be answered encourages them to imagine their own future role in research. Topics and faculty members should be chosen carefully, 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, Engineering and Tec hnology. 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 as natural catastrophes, water quality, HIV disease, the Human Genome Project, energy alternatives, and nuclear disarmament," according to its Web site.
Many students enter college more interested in interdisciplinary courses or seminars than in the traditional introductory science courses. Others have not decided on their major when they enroll. Interdisciplinary courses are a useful ..ay to provide students with exposure to science without limiting their potential choice of majors. Interdisciplinary courses are also prime spots to convey the spirit of science and examples of unsolved problems that are ripe for attack. They are appropriate for students of all levels, but can be used specifically for first-year students to excite their interest.
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