Innovative Strategies for Teaching in the Plant Sciences by Cassandra L. Quave

By Cassandra L. Quave

Innovative suggestions for instructing within the Plant Sciences specializes in leading edge ways that educators can improve the plant technology content material being taught in universities and secondary colleges. Drawing on contributions from students all over the world, numerous equipment of training plant technological know-how is validated. particularly, center techniques from ethnobotany can be utilized to foster the advance of connections among scholars, their surroundings, and different cultures world wide. moreover, the quantity provides alternative ways to include neighborhood tools and know-how right into a hands-on method of educating and studying within the plant sciences.

Written by means of leaders within the box, Innovative innovations for instructing within the Plant Sciences is a invaluable source for lecturers and graduate scholars within the plant sciences.

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Draft guideline document outlining philosophies for teaching/learning in light of the open science network. net Chapter 2 Lessons Learned in Development of an Interdisciplinary Science Curriculum Support Organization Will McClatchey and K. W. 1 Background In 2007, a group of scientists were discussing two problems that all were encountering in development of interdisciplinary undergraduate curriculum. (Curriculum as used here refers to all course content within a program of study leading towards understanding of a specific subject.

Yet these same people are generally unwilling to present their own efforts for criticism. It is important to realize that this is a natural human response (although it is scientifically irrational). We were fortunate to find some “early investors” who were willing to take a chance by sharing their work. However, we seriously underestimated the importance of the “Little Red Hen” effect. 2 “Safe Harbor” Information Exchange Development of an environment in which participants feel that they can safely share their work, especially preliminary ideas, is difficult but important for the process to advance.

2011). The field of biology has taken steps towards solving this dilemma. In 2009, a call for action for change in biology education sparked a series of stakeholder conversations about the need to ensure that “all students graduate from college with a basic understanding of biology” (Brewer and Smith 2011). From these conversations and professional meetings, a landmark document, the Vision and Change in Undergraduate Biology Education: A Call to Action, was published in 2011 by the American Academy for the Advancement of Science (AAAS) and funded by the National Science Foundation (NSF).

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