Pursell David P
Georgia Gwinnett College, School of Science and Technology, Lawrenceville, GA 30043, USA.
CBE Life Sci Educ. 2009 Spring;8(1):15-28. doi: 10.1187/cbe.08-06-0031.
BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect.
BIO2010主张加强本科生物学课程中的跨学科、数学和物理科学内容。西点军校的化学与生命科学系对此做出回应，开设了一门专门为生命科学专业学生兴趣量身定制的物理化学必修课。为了克服学生对物理化学的抵触情绪，让学生成为长期利益相关者，他们可以通过选择自己感兴趣的生命科学主题来制定课程大纲。最初两年的评估表明，学生对该课程持积极态度，认为自己成功实现了课程成果目标，并且该课程与他们的职业未来相关。教师通过考试和实验表现对学生成果目标达成情况的评估，与传统物理化学课程中的学生相当。或许更值得注意的是，学生和教师的评估都显示从第一年到第二年有积极趋势，大概是由于学生利益相关者效应。
