Creating a Faculty Culture of Teaching Reform: Starting with the Freshman Biology Experience

生物科学(61)国家科学基金会在其最近的《为塑造未来而战》中明确指出，有必要加强所有本科生入门课程的教学质量，方法是培养积极的学习体验，促进协作学习，增加科学教育的探究性，促进学生在科学过程中的体验。考虑到这一点，生物科学系正在采用BioQUEST“3P”理念和哈特福德大学NSF资助项目的元素来更新其新生生物学体验，以重新评估和重新设计昆尼皮亚克的本科生物学课程，同时倡导以学习者为中心和以探究为导向的原则。授课和实验室都在内容、教学方法和先进教育技术的整合方面进行重大改革。正在重新设计实验室体验，将重点放在以问题为基础的学习上，特别关注培养学生发起的研究和同行说服体验(学生在其中展示他们的研究的小型会议)，迫使学生努力解决认识论问题，让学生体验科学的过程。课程内容正在修改，以集中在进化主题上，重点是分子和细胞生物学、生态学、进化机制、系统发育和生命历史。更重要的是，课程内容的现象学方法(描述生物现象)正在得到以探究为导向的内容和以学习为中心的教学方法的补充(例如，以问题为基础的学习练习、案例研究和对科学史的关注，以阐明科学探究的原则)。我们还在开发教育技术学习模块，这些模块将承担日常作业的角色。这些基于网络的学习环境是互动的，以培养积极的学习风格，并纳入强大的评估工具，为学生提供实时反馈和努力提高熟练程度的动力，以及收集关于个人学习需求的诊断线索，并加强学生对学习过程的参与。我们的核心学习原则是将内容的传递与学生使用新信息和测试他们的理解力的常规机会点缀在一起。

Biological Sciences (61) In its recent call to arms in Shaping the Future, the National Science Foundation articulates the need to strengthen the pedagogical quality of introductory courses for all undergraduates by fostering active learning experiences, promoting collaborative learning, and increasing the inquiry-orientation of science education, facilitating student experience in the process of science. With this in mind, the Department of Biological Sciences is adapting the BioQUEST "3 Ps" philosophy and elements of the University of Hartford's NSF-funded program to renovate its freshman biology experience to reappraise and redesign Quinnipiac's undergraduate biology curriculum while promoting learner-centered and inquiry-oriented principles. Both lecture and laboratories are undergoing major overhauls regarding content, pedagogy, and the integration of advanced educational technology. The laboratory experience is being redesigned to center on problem-based learning, with special attention to fostering student-originated research and peer persuasion experiences (mini-conferences in which students present their research) that force students to grapple with epistemological issues, exposing students to the process of science experientially. Lecture content is being revised to focus on an evolution theme, with emphasis on molecular and cellular biology, ecology, evolutionary mechanisms, phylogeny, and the history of life. More importantly, the phenomenological approach to the course content (description of biological phenomena) is being complemented by inquiry-oriented content and learning-centered pedagogies (e.g., problem-based learning exercises, case studies, and attention to the history of science to illustrate principles of scientific inquiry). We are also developing educational technology learning modules that will assume the role of routine homework assignments. These web-based learning environments are interactive to foster active learning styles and incorporate powerful assessment tools that provide students with real-time feedback and incentive to strive for high proficiency, as well as collect diagnostic clues about individual learning needs and enhance student engagement with the learning process. Our core learning principle is to intersperse the delivery of content with routine opportunities for students to use the new information and to test their understanding.