In theory, there might not be anything wrong with an integrated
plants/animals/microbes approach to the core. Ask the proponents of
the scheme to produce a syllabus, showing the specific lectures and
labs that will involve plants, and how plants and animals will be
integrated. While you may not be able to get an equal number of
classes devoted to plants vs. animals, then something like 60/40
could be a target. If you have team taught core courses that are
organized by level (cell, population, etc.) it would be important to
have a botanist associated with each.
There could be certain topics of broad biological importance where
plants are used as the example. for example, I introduce the topic
of ion channels and their regulation by using guard cells. then
later when we get to nerve cells I say, "go back and review what you
know about channels, membrane potential, etc. and we'll see how there
are a few little differences". When you talk about local
communication, use jasmonic acid as the example, and then say, "Oh,
by the way, prostaglandins are probably the animal version of the
same system."
You could even ask your zoological colleagues to tell YOU some cases
where they would use the plant systems. In a discussion of global
warming/CO2, use the effects on plants of the added CO2 as well as of
the temperature.
the labs you have sound great! If there is an integrated course, ALL
the instructors will have to do these things. Look into the
investigational programs that are being developed nationally
(researchlink 2000) - they include many plant-based systems, which
have advantages (cost, regulations, etc.) for large intro courses.
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