For the past decade, the National Science Foundation (NSF), the American Association for the Advancement of Science (AAAS), the Howard Hughes Medical Institute (HHMI), and the National Institutes of Health (NIH), along with faculty scientists, administrators, and other stakeholders from around the United States, have been guiding a national reform movement in undergraduate biology education (Brewer and Smith 2011). As the discipline undergoes this national reform movement, life science faculty have been challenged to teach biology the way we practice biology; to foster in our students an appreciation for the scientific process that can be even more important and informative than any collection of memorized facts (Brewer and Smith 2011). With this challenge as the guidepost, biology educators and researchers have developed pedagogical methods designed to infuse core concepts and competencies into every course, research experience, and learning opportunity that students encounter during their undergraduate career as a major in the biological sciences. This same approach applies to entomology majors, introductory entomology courses, and other courses that focus on insect biology. These pedagogical methods can be applied across the curriculum in a waythat addresses the learning ability (novice first-year learners through expert upper-level learners)of students enrolled in each course, and that challenges their scientific and critical thinking in a way that traditional course presentation methods may not.
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机译：在过去的十年中，美国国家科学基金会（NSF），美国科学促进协会（AAAS），霍华德·休斯医学研究所（HHMI）和美国国立卫生研究院（NIH）以及教职科学家，管理人员，以及来自美国各地的其他利益相关者，正在指导全国生物学本科教育改革运动（Brewer和Smith，2011年）。随着该学科的全国改革运动的进行，生命科学学院面临着以实践生物学的方式教授生物学的挑战。在我们的学生中培养对科学过程的赞赏，这种科学过程比任何记忆的事实集合都更为重要和有益（Brewer and Smith 2011）。以此挑战为指导，生物学教育者和研究人员开发了教学法，旨在将核心概念和能力注入学生在本科生职业生涯中作为生物学专业的每门课程，研究经验和学习机会。相同的方法适用于昆虫学专业，昆虫学入门课程以及其他关注昆虫生物学的课程。这些教学方法可以应用在整个课程中，以解决每门课程的学生的学习能力（通过专业高年级学习的新一年级学习者），并以传统课程的方式挑战他们的科学和批判性思维表示方法可能不行。
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