Natural History Collections as Emerging Resources for Innovative Education

Joseph A. Cook, Scott V. Edwards, Eileen A. Lacey, Robert P. Guralnick, Pamela S. Soltis, Douglas E. Soltis, Corey K. Welch, Kayce C. Bell, Kurt E. Galbreath, Christopher Himes, Julie M. Allen, Tracy A. Heath, Ana C. Carnaval, Kimberly L. Cooper, Mark Liu, James Hanken, Stefanie Ickert-Bond

Research output: Contribution to journalArticlepeer-review

Abstract

There is an emerging consensus that undergraduate biology education in the United States is at a crucial juncture, especially as we acknowledge the need to train a new generation of scientists to meet looming environmental and health crises. Digital resources for biology now available online provide an opportunity to transform biology curricula to include more authentic and inquiry-driven educational experiences. Digitized natural history collections have become tremendous assets for research in environmental and health sciences, but, to date, these data remain largely untapped by educators. Natural history collections have the potential to help transform undergraduate science education from passive learning into an active exploration of the natural world, including the exploration of the complex relationships among environmental conditions, biodiversity, and human well-being. By incorporating natural history specimens and their associated data into undergraduate curricula, educators can promote participatory learning and foster an understanding of essential interactions between organisms and their environments.
Original languageEnglish (US)
Pages (from-to)725-734
Number of pages10
JournalBioScience
Volume64
Issue number8
DOIs
StatePublished - Aug 2014

Keywords

  • INHS
  • databases
  • inquiry driven
  • museum
  • place based
  • undergraduate education

ASJC Scopus subject areas

  • Agricultural and Biological Sciences(all)

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