Enhancing Scientific Understanding in Undergraduate Physiology Laboratories Using Computerized Data Acquistion

生物科学（61）本项目通过在解剖学和生理学入门课程中加入使用计算机数据采集系统的探究式实验室，提高学生对生理和生物现象的理解。加州州立大学萨克拉门托分校（California State University at Sacramento）和科萨梅斯河学院（Cosumnes River College）这两家合作机构正在对先前在尤巴学院（Yuba College）和帕萨迪纳城市学院（Pasadena City College）开发的实验室练习进行改造，这些练习已被证明在提高学生探索复杂生理关系的能力和增强学生对科学过程的欣赏方面是有效的。学生友好型数据采集系统简化了数据收集，并通过批判性思维、解决问题的能力和创造力提高了学生对生理过程的理解。这使得越来越多的入门级学生认为科学是可接近的、有价值的、有趣的、适用于他们的日常生活的，他们对自己使用现代技术的能力有信心。由于这些课程有大量学生在科学和技术劳动力中代表性不足（妇女、在职父母和代表性不足的少数民族），因此该项目特别改善了他们进入科学和技术职业的准备。通过教学期望的合作开发，我们正在缓解学生从社区学院转到CSUS的过渡，并通过提供合作课程开发的机会来振兴教师。该项目的成果包括实施新的实验练习和提高学生的成功，表现为学生成绩的提高和对科学的热情，以及CRC学生转学到四年制大学的比率的提高。

Biological Sciences (61)This project is enhancing student understanding of physiological and biological phenomena by incorporating inquiry-based laboratories using computerized data acquisition systems into introductory anatomy and physiology courses. The collaborating institutions, California State University at Sacramento and Cosumnes River College, are adapting laboratories exercises previously developed at Yuba College and Pasadena City College, which have been shown to be effective at increasing students' ability to explore complex physiological relationships and enhance students' appreciation of scientific processes. Student-friendly data acquisition systems ease data collection and improve student understanding of physiological processes through critical thinking, problem-solving skills, and creativity. This is increasing the number of introductory students who view science as accessible, valuable, interesting and applicable to their everyday lives, and who have confidence in their ability to use modern technology. Because these courses have large numbers of students underrepresented in the science and technology workforce (women, working parents, and underrepresented minorities) this project is specifically improving their preparation for entering careers in science and technology. Through the collaborative development of pedagogical expectations, we are easing the transition of students transferring from community colleges to CSUS and invigorating faculty by providing opportunities for collaborative curricular development. The outcomes of this project include implementation of new lab exercises and increased student success, demonstrated by improved student performance and enthusiasm for science, and increased transfer rates of CRC students to 4-year institutions.