Guidelines and materials to improve undergraduate teaching in the animal sciences.

Projected Program At the outset of the committee deliberations, we assumed that we were talking about a future program, to be adopted in ten years or more, when high school students might have different programs than they do now. We thought that the biological science training might start at the cellular level and include all aspects of cell physiology. From there, the course would progress through tissues, organs, and higher levels of organization until the entire animal was being discussed from a biochemically, physiologically, and anatomically integrated approach. We had to furnish the student with enough biochemistry (or molecular biology) so that he could understand the activities of the cell. After that first introductory year, we began to specialize in the branches that the committee thought important. The first biology course c,~me after preliminary chemistry and physics. We recognized that certain aspects of chemistry and physics would be taught in the high school, but at the moment not enough would be taught to elindnate college chemistry and physics