Implementing C.R.E.A.T.E. Through Faculty Development at Multiple Institutions in order to Assess Its Efficacy on Diverse Learners

这个项目扩展了大型科学入门课程的新理念，超越了最初引入和测试它的机构。该方法要求学生以小组为单位，思考一个问题或概念，阅读一篇精心挑选的相关文章，阐明文章中所检验的假设，分析所呈现的数据，并思考下一个逻辑实验。在每个练习结束时，学生向文章的作者提出问题，并与他们交流这些问题。参与第二阶段方法的机构包括：纽约市的私立大学（纽约大学和哥伦比亚大学）、公立学院（亨特学院）和社区学院（金斯堡社区学院）以及该地区以外的机构，如德克萨斯大学奥斯汀分校。智力优势：根据纽约城市学院（City College of New York）开设的第一批此类课程（三组学生）的结果，这种方法：(1)提高了少数民族学生参与科学的兴趣，(2)提高了学生的阅读和批判性分析技能，(3)纠正了少数民族学生对科学/科学家的误解；(4)提高学生对生物学概念的理解。目前正在进一步探索和检验这种方法的合理性以及使其适应各种情况的可行性。更广泛的影响：该项目包括在曼哈顿市立大学研究生中心举办为期一年的教师发展研讨会。当研讨会参与者在课堂上实施CREATE并评估该方法对不同学生群体的影响时，他们正在建立纽约市生物教育学者社区；一组精通有效教学研究的科学教员。该项目还增加了学生对科学事业的兴趣，并促进了对谁能成为科学家的更现实的看法。所有这些都对全国科学导论课程的创新方法具有重要意义。

This project extends a novel idea for large introductory science courses beyond the institution at which it was first introduced and tested. The approach asks students, working in groups, to consider a problem or concept, read a related assigned carefully chosen article in the primary literature, elucidate the hypotheses being tested in that article, analyze the data presented, and think of the next logical experiment. At the end of each exercise the students pose questions for the authors of the article and communicate these to them. The institutions involved in this phase 2 approach include: private universities (New York University and Columbia University), public colleges (Hunter College) and community colleges ( Kingsborough Community College) in New York City and institutions external to that area, such as the University of Texas Austin.Intellectual Merit: Based on results with the first such courses offered at City College of New York (three cohorts of students) the approach does: (1) increase science participation interest of minority students, (2) increase student reading and critical analysis skills, (3) correct minority student misconceptions of science/scientists; and (4) produce major gains in students conceptual understanding of biology. The soundness of the approach and the feasibility of adapting it to a variety of settings is being further explored and tested. Broader Impacts: The project includes a one-year Faculty Development Workshop at the CUNY Graduate Center in Manhattan. As Workshop participants implement CREATE and assess the effect of the approach on the various student cohorts in their classrooms they are building a community of scholars in biology education in NYC; a set of science faculty knowledgeable about research on effective teaching. The project is also increasing student interest in science careers and promoting a more realistic view of who can become a scientist. All of these have important implications nationally for innovative approaches to introductory science courses.