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Mission Statement:
This is a remarkable time to be a biologist. The 21st century will arguably be remembered as the “Century of Biology.” Boundless frontiers in such areas as genetics, cell, developmental and molecular biology, neurobiology and cognitive science, stem cell research, bioinformatics, biomaterials, environmental science and ecology, and evolution hold great promise for changing our lives in extraordinary ways. Rutgers, as a major research university in New Jersey, is firmly positioned as one of the key contributors to the shaping of the “Century of Biology.” We confidently believe that the undergraduate biology student at Rutgers will not only be a beneficiary of this exciting environment but also a potential contributor to it.
Biology instruction has evolved significantly in recent years. These changes reflect the intellectual revolution of the last decade, as well as the technical advances that have expanded greatly the tools available to life scientists. Today, students studying biology at Rutgers–New Brunswick experience an exciting atmosphere of learning that exposes them to the concepts and methods of these intellectual and technological advances. The students have open to them a wealth of learning opportunities, ranging from inspiring lecture presentations to original and cutting-edge research opportunities in state-of-the-art laboratories. An excellent instructional program made possible by first rate life sciences faculty, use of interactive teaching tools, and modern instructional laboratory equipment, reflects the university’s commitment to provide its students with the best learning environment. Along with our dedication to a strong instructional mission, we are committed to providing our students with a comprehensive advising program.
The major in Biological Sciences is a program offered by the Division of Life Sciences. Because this program shares a Core Curriculum with the three department-based majors in the Division of Life Sciences (Cell Biology and Neuroscience; Genetics; Molecular Biology and Biochemistry), all students end up with the same solid background. While a distinct advantage of the Biological Sciences major is the flexibility it affords the student in designing a course of study in biology beyond the Core Curriculum, our objective is that our graduates should end up with not only a solid foundation in biological sciences but also a suitable preparation for their intended post-baccalaureate career.
Learning Goals:
Our overarching goal for educating our students majoring in Biological Sciences is to inspire them to want to discover and understand the natural world. In the process of achieving this goal, we expect our students to acquire not only facts and concepts but also skills and perspectives. It is hoped that our learning goals will both prepare our students for a variety of career objectives and to supply them with the tools to become life-long learners in the ever evolving world of biological sciences. Below is an outline of the skills and perspectives we believe are desirable for students graduating with a degree in Biological Sciences.
Skills:
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Ability to observe and describe nature accurately
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Ability to construct and critique logical arguments in biology
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Ability to apply the scientific method, that is 1) observe a problem, 2) use inductive reasoning to develop a testable hypothesis, 3) design an appropriate experimental protocol, 4) collect data, 5) use deductive reasoning to explain the outcome of the experiment and to make predictions
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Ability to communicate ideas and arguments effectively both orally and in writing
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Ability to collaborate by working effectively in a team
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Ability to apply problem-solving to learning
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Ability to apply quantitative reasoning to biological questions
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Ability to evaluate information, especially that available on the internet
Perspectives:
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Appreciation that learning changes "how one thinks" as well as "what one knows"
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Appreciation of the basic concepts in cognitive psychology that are fundamental to effective learning, including but not limited to:
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self-motivated, curiosity-driven learning
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learning by teaching others
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collaborative learning
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Ability to approach novel problems with flexibility, creativity, and confidence
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Appreciation for the interconnectedness of knowledge
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Appreciation for the diversity of living things and the diversity of approaches used to study them
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Appreciation that the pursuit of science can be exciting and fulfilling
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Appreciate that theories have changed over time, and that science is a process
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Confidence in oneself as a university-trained Biological Scientist
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Appreciation for the impact of biological science on the environment and society
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Appreciate the ethical considerations of science and scientists, by understanding the societal influences under which scientists work and how science is used
The preceding skills and perspectives are inherent in one or more of the following learning goals:
I. To develop academic skills that will provide a foundation for success in advanced courses, gate-keeper standardized tests, graduate or professional school, and life-long learning.
II. To acquire the appropriate factual and conceptual knowledge that provides student with a foundation on which they can further their immediate education and to manage a career.
III. To understand and develop an appreciation for research as the basis of scientific study.
IV. To understand and to appreciate the process of science. To acquire the ability to use scientific reasoning as embodied by the structured process commonly known as the scientific method.
V. To understand biology as a framework of related concepts. Student should appreciate not only the connections within biology but also the connections between biology and other scientific disciplines.
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If you have a question about the major in Biological Sciences, please contact the Director of Advising:
Dr. Adrian
Bruning
(732) 445-5270
Office of Undergraduate
Instruction
Nelson Biological Laboratories
Rutgers, The State University of New Jersey
Piscataway, NJ 08854
Phone: (732) 445-2075
Fax: (732) 445-5870
©
2006 Rutgers, the State University of New Jersey.
All rights reserved.