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首页> 外文会议>American Society for Engineering Education Annual Conference and Exposition >Teaching Biology from an Engineering Perspective: Integrating Biology into Undergraduate Engineering Education
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Teaching Biology from an Engineering Perspective: Integrating Biology into Undergraduate Engineering Education

机译：从工程角度教学生物学：将生物学整合到本科工程教育中

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摘要

A new course has been developed at the University of Washington that is designed to teach fundamental biological concepts specifically to engineering students who have little or no college level biology background. This course, entitled "Biological Frameworks for Engineers" instructs biology concepts from an engineering perspective and emphasizes the functional aspects of biological systems. It is divided into a series of three to four week modules, each establishing a real-world problem as a context for active, problem-based learning. A combination of instructional methods are used for each module such as lectures, in-class student-centered exercises, discussions, and labs. A matrix of assessment methods are integrated into the curriculum to triangulate on student learning outcomes and to provide feedback to the instructional team as part of an iterative course development cycle. This paper describes the content, implementation, and assessment strategies of the first two course offerings, and describes the key initial findings.
机译：华盛顿大学已经开发了一个新的课程，旨在教授基本的生物概念，专门用于工程，工程学生几乎没有大学级生物学背景。题为“工程师的生物框架”的本课程指示从工程角度来看生物学概念，并强调生物系统的功能方面。它被分为一系列三到四周的模块，每个模块都是一个真实的问题作为主动，基于问题的学习的背景。指导方法的组合用于每个模块，例如讲座，课堂上以学生为中心的练习，讨论和实验室。评估方法的矩阵被整合到课程中，以在学生学习成果上进行三角调整，并作为迭代课程开发周期的一部分提供给教学团队的反馈。本文介绍了前两个课程产品的内容，实现和评估策略，并描述了关键初始发现。

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