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  3. You are going to read a list of headings and a text about having students participate in research. Choose a heading from the lis

You are going to read a list of headings and a text about having students participate in research. Choose a heading from the lis

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问题 You are going to read a list of headings and a text about having students participate in research. Choose a heading from the list A—F that best fits the meaning of each numbered part of the text(1 — 5). The first two and last paragraphs of the text are not numbered. There is one extra heading which you do not need to use.
[A]Research and teaching are compatible
[B]It’s affordable
[C]Scientists should have more interdisciplinary collaboration
[D]It can be done at scale
[E]Curricula can incorporate research
[F]Institutions can share resources
    Our ability to respond to some of the most critical challenges of the near future global health, climate change, energy depends on our ability to fully tap the intellect, passion, and creativity of the next generation of scientists and engineers. Researchers have always successfully apprenticed budding scientists in their labs, and inquiry-based learning, research-based courses, and undergraduate research have nurtured the flame of interest students bring with them when they enter college.
    However, such traditional models of engagement affect far too few students; the interaction occurs too late to change a student’s career path; and the opportunity may simply not be available at some institutions. The challenge, highlighted in a President’s Council of Advisors on Science and Technology report on undergraduate education scheduled for release this month, is to substantially expand opportunities for undergraduate students to participate in research. A number of new initiatives arc testing models for engaging large numbers of students in authentic research experiences as part of their education.
【R1】______
    Many institutions have degree plans that build course upon course, reflecting a stepwise approach to understanding the field; but too often, students withdraw mid-sequence. This has been attributed variously to lack of true interest on the students’ part or to the rigor of the courses. But institutions that have made room in the curriculum to add "real research" see an increase in student participation rather than a decrease.
【R2】______
    The "numbers" issue is a major challenge that has been directly addressed by several programs. This is particularly important for institutions that serve thousands of potential scientists but have limited availability for one-on-one research guiding. The Freshman Research Initiative(FRI)at The University of Texas provides authentic research experiences to more than 25 percent of each incoming class of prospective science majors—close to 600 students each year.
【R3】______
    Several programs have shown that cross-institution collaboration can help bring research experiences to institutions that are not research-intensive or where faculty lack the time necessary to apprentice more than a handful of students. The Genomics Education Partnership, brainchild of Washington University biochemist Sarah Elgin, provides undergraduates an opportunity to participate in a collaborative genome annotation project. Because the research is largely computer-based, costs are low and participation is a-vailable to students at institutions with limited research facilities.
【R4】______
    These programs work to ensure that the research and teaching missions of the institutions involved are merged to the benefit of both. They engage the passion and expertise of faculty, reviving their own commitment to their fields. The result is increased research capacity, new project ideas, and the generation of real data.
【R5】______
    Once established, the cost of these programs can be comparable to traditional lab course sequences. Often, these integrated courses are less expensive, per student, than traditional undergraduate research experiences. Programs like Elgin’s leverage capacity at the lead investigator’s home institution to provide authentic research experiences at a cost of $ 200 - 300 per student—a cost that will continue to drop as new innovations appear. Data from each of these programs continues to underscore the benefits of these types of learning environments over traditional labs: students perform better in upper-division course work in science and report increased interest in STEM careers, among other benefits.
    It is vital that we prepare our future scientists and leaders to participate in the 21st-century scientific enterprise. Universities are increasingly challenged to find innovative ways to integrate authentic research opportunities for students into the fabric of the institution.
【R3】
选项
答案F
解析 第五段首句指出跨机构合作的益处：为那些非研究密集型机构或者是教员缺乏必要的时间来教导数量绝非少的学生的机构带去研究体验。本句即指，研究机构可以借资源共享来弥补自己的不足。并且下文所举“基因组学的教育合作”亦可见通过机构合作，研究设施有限的机构的学生也可以受益。故[F]选项正确。本题[C]选项具有干扰，因为它出现了关键词collaboration，同时interdisciplinary与cross—institu—tion也在意思上具有一定的迷惑性，但原文cross—institution collaboration并不是指“科学家”之间加强“跨领域合作”，而是指“机构”之间加强合作，通过“资源共享”给“学生”提供研究体验，故排除该选项。
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