Developing Critical Thinking & Content Mastery in Non-Traditional Students: A Comprehensive, Technologically Enhanced Approach

9354477柠檬传统的解剖学和生理学（A&amp；P）课程所提供的与许多非传统学生所需要的之间存在着明显的不匹配。因此，这些学生不是在学习生命系统是如何运作的，而是在记忆许多与之相关的事实。我们提出了一个新的，创新的课程，其中：1)在一个广泛的组织主题背景下，首先呈现功能，然后介绍解剖学和生理学的细节来解释功能；2)通过从动手探索物理模型开始，然后进入更高层次的思维，颠倒了传统教学过程的顺序；3)将生理系统的批判性思维放在首位，这样学生就能学会解决问题；4)使用计算机技术作为支持学习所有阶段的工具，而不是作为学习的重点；5)提供结构化的课外支持；6)将评估作为学习过程的一个组成部分，而不仅仅是一个终点。为了演示这种新方法，我们详细介绍了我们改进的心脏单元学习周期方法。当这个新课程完成后，我们计划：1)促进它的实施，a)在其他CCNY课程中，b)在三所社区学院，其教师参与了这个项目，c)在三所当地高中。2)广泛传播学习周期练习和学生评估计划。3)项目发表，并在国家层面进行展示。从我们的角度来看，没有什么比从我们的课程中引入有能力的、批判性的思考者到科学管道中更重要的了，我们希望新的A&amp；P序列成为这样做的典范课程。我们也希望看到占我们学生绝大多数的女性和少数族裔在批判性思维能力和A&amp；P内容掌握方面有显著提高。＊＊＊

9354477 Lemons A significant mismatch exists between what traditional Anatomy and Physiology (A&P) courses offer and what many non-traditional students need. As a result these students are not learning how living human systems function, but rather are memorizing many often disconnected facts about them. We propose a new, innovative curriculum which: 1) presents function first, in the context of a broad organizing theme, and then introduces anatomical and physiological details to explain the function, 2) reverses the order of the traditional teaching process by beginning with hands-on exploration with physical models, and then progressing to higher level thinking, 3) places the highest priority on critical thinking about physiological systems so students learn to solve problems, 4) uses computer technology as a tool to support all stages of learning, not as the focus of it, 5) provides structured out-of-class support and 6) uses assessment as an integral part of the learning process, not just an endpoint. To demonstrate this new approach, we present in detail our modified learning cycle method for the unit on the heart. When this new curriculum is completed, we plan to: 1) Facilitate its implementation, a) in other CCNY courses, b) at the three community colleges whose faculty are involved in the project and c) at three local high schools. 2) Disseminate widely the learning cycle exercises and the student assessment plan. 3) Publish about, and present the project at the national level. Nothing could be more important from our perspective, than to introduce competent, critical thinkers into the science pipeline from our courses, and we expect the new A&P sequence to be a model curriculum for doing this. We also expect to see significant improvement in the critical thinking ability and A&P content mastery of women and minorities who makeup the overwhelming majority of our student. ***