Open Access A PLoS for Education 英文参考文献.docVIP

Essay Open Access: A PLoS for Education A. Malcolm Campbell T he next generation of life scientists are currently undergraduates—and the success of this generation depends upon the quality of the education they receive. It is clear the expectations for undergraduate education are changing (Collins et al. 2003). When the National Research Council published its recommendations for changing the undergraduate training of future life scientists, the BIO2010 report, access to student-based research was a primary recommendation: “Colleges and universities should provide all students with opportunities to become engaged in research …” (National Research Council 2003). As every investigator knows, research begins in the literature, not in the laboratory. Therefore, an unstated assumption of the BIO2010 report was that students need to have unencumbered access to the research literature in order to engage in research and become scienti?c leaders in the 21st century. reading materials for students, since most textbooks are written by someone who already knows all the information and has organized it accordingly. For example, describing membrane structure, protein structure, and signal transduction in Chapters 5, 12, and 15, respectively (spanning 227 pages) is not helpful for most students. It makes more sense to cover these three topics in close succession. in this way, students very quickly understand that memorizing details is not productive, but learning how to read scienti?c literature and design well-controlled experiments is much more rewarding (see www.bio.davidson. edu/courses/Molbio/molecular. html#2003exams). Based on this success, I have designed my genomics course on the “applied education” principle (see below; see also www.bio. /genomics). Gradually, I converted all my courses over to this “applied education” format in which students were learning Access to Information Changes Education new information the same way all other scientists do. I began by asking qu