Teaching Science with Minnows and Liverworts: Integration of Faculty Research and Science Education

生物科学（61）. 该项目涉及一个重组的本科课程，通过整合跨学科的教师研究到科学教育在一个小型公立大学的科学素养的目标。一个以学生为导向的开放式探究（SDOI）硕士课程正在开发和实施，正式链接一系列核心课程，并将分子生物学整合到强调生态学和进化生物学（EEB）的课程中。在这个核心内，学生正在建立基本的科学知识，开发研究问题，使用信息技术资源，形成可检验的假设，成为精通基础研究设计，使用统计方法进行评估和解释，获得权衡证据和综合理解的技能，并将结果传达给广大受众。正在整合到核心课程中的研究系统（鱼类和苔类）提供了跨越植物-动物谱系的方便、有魅力的模型，非常适合本科生的参与。学生们正在用最先进的分子分析解决EEB中的现实问题。该计划的评估包括形成性和总结性的组成部分，并纳入大学认可的评估工具。参与和准备训练有素的学生群体是振兴教师的研究计划，反过来又提供了未来的机会注入研究到核心生物课程。目前正在评估、修改和传播两个系列的SDOI实验室练习。第一个系列包括化学行为生态学的创新实验室经验，第二个系列详细介绍了分子技术与生态学课程的整合。一个控制的研究方法被用来测试明确的效果SDOI与引导式询问在介绍生物实验室。更广泛的影响包括曝光超过200名学生，从14个不同的专业，每年在增强的核心课程SDOI的经验。这些学生中约有三分之二是女性，这一群体在生态学和其他STEM领域传统上代表性不足。这项研究的结果有助于在本科课程的科学探究的文献。学生和教师在地方，区域和国家论坛上展示他们的研究，包括科学和教育专业会议，并参加当地在职教师的专业发展研讨会。

Biological Sciences (61). This project involves a retooling of an undergraduate curriculum with the goals of increasing scientific literacy by integrating cross-disciplinary faculty research into science education in a small public university. A student-directed open-inquiry (SDOI) master curriculum is being developed and implemented that formally links a series of core courses and integrates molecular biology into a curriculum emphasizing ecology and evolutionary biology (EEB). Within this core, students are building basic scientific knowledge, developing research questions, using information technology resources, forming testable hypotheses, becoming proficient in basic research design, using statistical methods for assessment and interpretation, gaining skill in weighing evidence and synthesizing understandings, and communicating results to broad audiences. The study systems (fish and liverworts) that are being integrated into the core curriculum provide convenient, charismatic models that span the plant-animal spectrum and are highly amenable to the involvement of undergraduates. Students are addressing real-world questions in EEB with state-of-the-art molecular analyses. Assessment of the program includes both formative and summative components and is incorporating university-sanctioned assessment instruments. Engaging and preparing cohorts of trained students is invigorating faculty research programs that in turn are providing future opportunities for infusing research into the core biology curriculum. Two series of SDOI laboratory exercises are being assessed, modified and disseminated. One series includes innovative laboratory experiences in chemical behavioral ecology, and a second series details the integration of molecular techniques into ecology curricula. A controlled study approach is being used to test explicitly the efficacy of SDOI versus guided-inquiry in introductory biology labs.Broader impacts include exposure of over 200 students, from 14 different majors, to an SDOI experience each year in the enhanced core curriculum. Approximately two-thirds of these students are women, a group traditionally underrepresented in ecology and other STEM areas. Results from this study are contributing to the literature on scientific inquiry in undergraduate curricula. Students and faculty are presenting their research in local, regional and national forums, including both scientific and education professional meetings, and participating in professional development workshops for local in-service teachers.