Teaching Ethical, Experimental, and Quantitative (TEEQ) Biology through Problem-Based Writing with Peer Review

该项目采用了加州大学洛杉矶分校（UCLA）开发的校准同行评审（CPR）过程，作为一种提高本科生对生物学实验方法和定量方法理解的机制。给学生一个问题和背景信息，然后写下来。然后，在教师提出指导性问题后，帮助学生展示作为审稿人的能力，该项目提供三份同行文件供学生审查。学生回答指导性问题并打分。最后，学生做一个自我回顾。学生的成绩是基于写作和复习。一个新的CPR系统跟踪作业的作者和版本，将功劳给予分享和改进写作作业的贡献者。普渡大学的这个项目将新的基于问题的写作作业与同行评议结合到新生课程“生物学131”中，以帮助学生将他们所学的知识与当前和历史的研究努力联系起来。在《统计学301》课程中，生物学问题也被纳入了同行评议的写作作业，以帮助学生理解生物科学领域的新知识是如何积累的，以及必须考虑哪些伦理约束，比如预测一项研究中动物的预期数量。该项目帮助学生了解生物学的实验和定量方面是如何沿着历史连续体发生变化的，并以一种新颖的方式和与学生对生物学的兴趣相关的方式介绍统计技能（实验/抽样设计，具有多重比较测试的单向方差分析，变异性和标准差，置信区间，p值，有效数字的使用和检查结果分析的假设）。根据学生的知识和态度以及对技能和能力的自我认知对结果进行评估是这项工作的重要组成部分，因为所使用工具的开发和改进将增加关于如何确定此类项目结果的知识。更广泛的影响：随着能力的扩大，教师可以分享、批评和改进CPR作业，与生物学内容和定量方面相关的多样性问题也在研究中。该项目针对所有在项目期间学习BIOL131和STAT301课程的学生（每年超过1300名学生）。学生们定期使用参与者感知量表（PPI），这是一份问卷，旨在衡量学生对研究的道德、实验和定量方面的知识（认知维度）、经验（行为维度）和信心（情感维度）的感知。另一项正在被验证的预测是，如果学生在结束生物课程时对生物科学研究的重要方面有了更大的信心，他们做研究的兴趣就会增加。研究生和本科生的助教也参与了这个跨学科的项目（生物学和统计学），以提高他们在生物学和统计学方面的基本沟通能力。

This project adapts the Calibrated Peer Review (CPR) process, developed at the University of California at Los Angeles (UCLA), as a mechanism for increasing undergraduate student understanding of experimental methods and quantitative approaches in biology. The student is presented with a problem and background information and then writes about it. Then, after guiding questions from faculty help the student demonstrate competence as a reviewer, the program delivers three peer documents for the student to review. The student answers guiding questions and assigns scores. Finally, the student does a self-review. The student's grade is based on both writing and reviewing. A new CPR system tracks assignment authors and versions to give credit to contributors who share and improve writing assignments. The Purdue project incorporates new problem-based writing assignments with peer review into the freshman course, Biology 131, to help students connect what they learn to both current and historical research endeavors. Biological problems are also being incorporated with writing assignments for peer review in the Statistics 301 course to help students understand how new knowledge accumulates in the biosciences and what ethical constraints such as predictions of the expected number of animals for a research study must be consideredIntellectual Merit: This project helps students learn how experimental and quantitative aspects of biology have changed along a historical continuum and introduces statistical skills (experimental/sampling design, one way ANOVA with multiple comparisons tests, variability and standard deviation, confidence intervals, P-values, use of significant figures and checking the assumptions underlying analysis of results) in a novel way and in a manner allied to student interests in biology. The assessment of outcomes in terms of student knowledge and attitudes and self perception of skills and abilities is an important component of this work, as development and refinement of the instruments used will add to knowledge about how to determine outcomes of projects such as this. Broader Impact: As capacity is built for scaling-up so that faculty can share, critique, and improve CPR assignments, diversity issues relating to the content and quantitative aspects of biology are also being investigated. The project targets all students taking BIOL131 and STAT301 courses (over 1300 students annually) over the project term. The students periodically use a Participant Perception Inventory (PPI), a questionnaire designed to measure student perception of knowledge (cognitive dimension), experience (behavioral dimension), and confidence (affective dimension) about ethical, experimental, and quantitative aspects of research. What is also being tested is the prediction that if a student leaves a biology course with increased confidence about important aspects of bioscience research, their interest in doing research will increase. Graduate and undergraduate teaching assistants are also participating in this interdisciplinary project (biology and statistics) to improve their basic communication skills in both biology and statistics.