The integration of complex equipment into undergraduate curriculum presents a unique set of challenges. At large universities with a research focus; equipment within a particular faculty member’s research interest is often introduced to undergraduates through specialty courses. However, at colleges and universities aimed primarily to provide undergraduate education a broad spectrum of faculty research interest is often not available and faculty may serve a wide range of teaching functions. For example, a plant biologist whose research focus is systematic botany may teach courses in plant physiology, physiological ecology, or ecosystem science. This has necessary ramifications for exposing undergraduates to cutting-edge technology. First, the faculty member is unlikely to have pieces of modern equipment in areas outside of their research program. Second, even if such equipment is available the ability to effectively operate and maintain equipment outside of their research area can be a significant challenge. In this presentation, I present a set of self-contained research modules generated through collaboration between Cornell University and LiCor, Inc. aimed at enabling instructors to effectively utilize the LiCor LI-6400 portable gas exchange system in undergraduate courses even if the instructor has limited experience using such equipment.
Results/Conclusions
We have developed ten modules describing self-contained experiments applicable to general ecology, plant and animal physiology, physiological ecology, and ecosystem science courses. Each module consists of a stand-alone lecture describing the theory behind each process (e.g., plant photosynthesis, animal respiration, etc.) including annotated notes and references providing background material, a step-by-step set of instructions taking the students through the entire experiment, a document describing the logistics of each exercise including the propagation of experimental material and experimental set-up, and sets of data and pointers generating during presentation of the modules during undergraduate courses at Cornell. The modules are available through the LiCor, Inc. sponsored LI-COR Environmental Education Fund (LEEF) program. This program facilitates the acquisition of a LI-6400 photosynthesis system by primarily undergraduate colleges and university and includes instrument training for instructors, instrument technical support, and curriculum support including the experimental modules developed by Cornell. Efforts such as the one described here are an absolute necessity if we are to expose undergraduates to cutting-edge technology at small undergraduate-oriented colleges and universities.
