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This perspectives essay explains how collaborations with faculty in philosophy provided inspiration, motivation, and guidance for formulating new biology questions suitable for undergraduate researchers. 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F. Daggett  \nDepartment of Biology, Missouri Western State University, 4525 Downs Drive, St. Joseph, MO 64507  \nCorresponding Author: [daggett@missouriwestern.edu](daggett@missouriwestern.edu)  \nAbstract: A number of current reports are challenging educators of undergraduate biology students to increase the role, interactions and approaches of other disciplines. The goal stated in these reports is to produce a college graduate with the skills and competencies to solve pressing global problems such as producing ample food, fuels, and making health care available, while also preventing the degradation of the Earth’s renewable resources. This perspectives essay presents the inspiration and motivation that resulted from the interactions and collaborations with faculty in philosophy. My goal is to describe how these interactions occurred and how it has helped to inform and guide me in the development and implementation of new biological questions that can be addressed by undergraduate researchers. It has also allowed reflection on how scholarly endeavors in biology and philosophy can complement each other.  \nKey words: interdisciplinary, undergraduate research, history and philosophy of Biology, Daphnia  \nINTRODUCTION  \nRecent reports have highlighted the importance of interdisciplinary and interconnected approaches with an increased focus on competencies in educating the next generation of biologists (American Association for the Advancement of Science, 2011; National Research Council, 2003 and 2009; Woodin, 2010; Labov, 2010) . These reports also emphasize the interrelatedness of science, technology, engineering, and mathematics (STEM) courses as being critical for producing a college graduate with the ability to solve pressing global problems such as producing ample food, fuels, and making health care available, while also preventing the degradation of the Earth’s renewable resources (NRC, 2009) .  \nThis increasing recognition of and emphasis on facilitating and promoting innovative collaborations between institutional academic departments, referred to as interdisciplinary collaboration, often implies expanding on and promoting the interrelatedness of questions and problems within the STEM disciplines. An appreciation and broader expansion of interdisciplinary collaborations into non-STEM fields should be supported and emphasized as well. Greater inclusion of non-STEM disciplines such as philosophy, history and literature, offers opportunities and insight into the exploration of even more questions and approaches. In addition, the influx of a wider range of novel ideas and approaches can encourage and enhance creative and critical thinking in ways that are applicable to solving problems that have the potential for highly advantageous societal impact.  \nThis perspectives essay presents the inspirationsand motivations I gained through interacting and collaborating with faculty in philosophy. These interactions have resulted in the initiation and  \ndevelopment of a research project based on questions in biology that I was peripherally aware existed. In addition, the questions formulated and their natures lend themselves to the types of projects approachable to undergraduates. My hope is that through communicating an example of how my interactions and collaboration with faculty in a non-STEM discipline such as philosophy have enhanced ideas and opportunities for developing new undergraduate research projects, such interactions can be sought and applied by faculty at other institutions.  \nInitial Inspiration  \nDuring the spring of 2010, Missouri Western State University had begun a search to hire a new faculty member specializing in philosophy of biology. This individual would reside in the Department of History, Philosophy and Geography (currently the Department of Philosophy and Religion) and would be expected to actively interact and co","cbCaidyav2ayt429","https://ap.wps.com/l/cbCaidyav2ayt429","pdf",81193,"English","# Abstract\n# Introduction\n## Interdisciplinary approaches and STEM integration\n## Value of non-STEM disciplines (philosophy, history, literature)\n# Initial Inspiration\n## Philosophy of biology hiring and committee collaboration\n## Reconsidering the species concept\n# Implementation\n## The Daphnia Project","[{\"question\":\"What problem does the paper address in undergraduate biology education?\",\"answer\":\"It addresses calls for increasing the role and interactions of other disciplines so students gain skills to tackle pressing global problems while preventing degradation of renewable resources.\"},{\"question\":\"How did collaboration with philosophy faculty influence the author’s research direction?\",\"answer\":\"The interactions motivated and guided the author to develop and implement new biology questions for undergraduate research, initially growing from discussions of research possibilities.\"},{\"question\":\"Why does the paper focus on the Daphnia Project?\",\"answer\":\"It uses Daphnia, a well-studied organism, to highlight and examine the species concept by applying approaches to taxonomic questions that complement cell and molecular laboratory methods.\"}]","A Role for History and Philosophy of Biology in Exploring New Questions in Biology - Article | PDF",1792079293,13]