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

生物科学（61）在其最近的呼吁塑造未来的武器，国家科学基金会阐明了需要通过培养积极的学习经验，促进协作学习，提高科学教育的探究导向，促进学生在科学过程中的经验，加强所有本科生的入门课程的教学质量。 考虑到这一点，生物科学系正在调整哈特福德大学NSF资助计划的BioQUEST“3Ps”理念和元素，以更新其新生生物学经验，重新评估和重新设计昆尼皮亚克大学的本科生物学课程，同时促进以学习者为中心和以探究为导向的原则。无论是讲座和实验室都在经历关于内容，教学法和先进教育技术的整合重大改革。 实验室经验正在重新设计，以基于问题的学习为中心，特别注意培养学生发起的研究和同伴说服经验（学生展示他们的研究的小型会议），迫使学生解决认识论问题，让学生体验科学的过程。 讲座内容正在修订，以集中在一个进化的主题，重点是分子和细胞生物学，生态学，进化机制，生殖和生命的历史。 更重要的是，对课程内容（生物现象的描述）的现象学方法正在由以探究为导向的内容和以学习为中心的方法（例如，以问题为基础的学习练习，案例研究，并注意科学史，以说明科学探究的原则）。 我们还在开发教育技术学习模块，这些模块将承担日常家庭作业的作用。这些网上学习环境是互动的，以培养积极的学习风格，并结合强大的评估工具，为学生提供实时反馈和激励，以争取高水平，以及收集个人学习需要的诊断线索，并提高学生参与学习过程。 我们的核心学习原则是将内容的交付与学生使用新信息和测试他们理解的常规机会穿插在一起。

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.