The traditional focus of a science major curriculum at Tufts University has been on the provision of a foundation in the fundamental precepts of a scientific discipline. Introductory courses are designed to offer the necessary tools for students to succeed in the assimilation of more sophisticated upper-level material. Laboratory courses are interspersed within the coursework to offer a basic understanding of scientific methodology. To a large extent this model has been successful in training both future scientists and scientifically oriented professionals, but the model is lacking in two essential areas: research literacy and community involvement.
Science is based primarily upon advancements in basic research and the subsequent communication of material through published research papers for the scientific community. For scientists, the ability to read, evaluate and discuss research within a given field is a key component of advanced scientific literacy and mastery of the material. Some gain this skill through dedicated research endeavors, but it cannot be expected that every science major will be interested or able to commit themselves to such experiences. However, the skill of evaluating research by applying basic principles learned in lectures is valuable both for future scientists and any individual seeking to go into any area of study that requires critical thought and evaluation of complex material. Yet there is no consistent requirement among science majors to include courses designed to teach science majors how to evaluate research, analyze methods, compare basic statistical procedures and produce critiques of this research.
The introduction of required seminars into major curricula designed to fulfill these goals would address this need. This is not an abstract or undoable goal. In the history department, for example, majors are required to take two seminar courses: a foundation course and a research seminar oriented toward providing grounding in principles of historiography and research. Science departments need not follow this precise model in establishing seminar courses, but could easily incorporate foundation elements into introductory courses while creating and offering an array of upper level seminars every semester. Some of the current introductory science courses, notably Biology 13 and 14, already seek to expose students to the basics of understanding and producing scientific laboratory reports. These efforts should be continued, refined and replicated across the foundation courses in other departments.
Upper-level research seminars should be required of science majors who meet foundation prerequisites. These courses should be designed to emphasize information gained in lower level courses and to employ it toward the understanding of primary scientific literature. However, the seminars should not simply throw students into the reading of papers, but first establish an in-depth understanding of how papers should be analyzed, which areas should be focused on and how material should be interpreted. Seminars can be focused in a variety of fields and taught in multiple ways, but the overarching goal should be that students gain a deeper appreciation and applicability of the knowledge that they have gained in earlier classes. If implemented correctly, a seminar requirement will enhance critical scientific thought, writing skills and research literacy among science majors.
Whereas research literacy would solidify the effectiveness of the traditional curriculum, community involvement serves a more intangible purpose and should not be a compulsory requirement. In a society faced with increasingly complex scientific questions that require greater general scientific literacy, it is critical for scientists to reach out to the public. At a university focused on active citizenship and the translation of theory into practice, it is equally important for scientists to communicate with the community at large. In a Tufts Daily opinion piece from Dec. 10, 2009, Sophia Cedola and Dan Slate noted a nascent program organized by the Experimental College and Citizen Schools that has the goal of engaging volunteers in bringing science education to middle schools. This is an excellent start, but more can be done to promote these initiatives.
Science departments should seek ways to actively engage undergraduates and faculty in programs and projects which will promote science literacy and education both among the Tufts community and the surrounding region as a whole. For instance, there are currently no regular lecture series or events held to promote general science knowledge or awareness. Current department seminars and programs are effective at conveying information in a formal manner to a specialized audience, but are inaccessible to the broader community. Furthermore, education initiatives, like Citizen Schools, are not broadly advertised or promoted by departments. In fact, how many readers know about the excellent Tufts Web site on Community Outreach (http://www.outreach.tufts.edu) that details many of the outreach activities available to students?
It is not implausible for science departments to create monthly newsletters within or across departments that advertise and support various programs and events, nor is it infeasible for faculty members to organize regular lectures for a general audience on their areas of research. Even seemingly esoteric research topics can provide fascinating insights into areas ranging from cosmology to evolution. Among the hundreds of scientists at Tufts there are certainly those who could present understandable lectures on pertinent topics in evolution, climate science, nutrition, genetics, energy policy, stem cells, etc. Both the undergraduate community and the surrounding Medford and Somerville communities would profit from increased awareness and knowledge.
The current major requirements for science majors and departmental initiatives have done a commendable job of educating proficient and qualified science majors. There is no reason to believe that improvements on the current model would not advance both standard major education and general science literacy.
--
Michael Shusterman is a senior majoring in biology and history. He is the editor-in-chief of TuftScope Journal of Health, Ethics, and Policy.
