Project Synergy: Transforming undergraduate large-enrollment science courses using graduate-student "scaffolded" apprentices

协同项目是在生物学1103的背景下完成的，生物学1103是格鲁吉亚大学非科学专业的经典生物学入门课程，也是全国本科生所参加的普通教育入门课程的典型代表。 该项目解决了两个平行和相互关联的目标：（1）推进非科学专业的功能性科学素养技能，即使是最大的本科通识教育课程中使用技术增强的沟通，（2）让研究生参与长期的“脚手架”学徒计划，旨在创建和实施这些策略。 这项研究建立在以学习者为中心的教学，特别是在大招生课程，并扩展了以前的工作。 该项目正在创建关于生物科学当前相关问题的主动学习模块。 为课程开发的沟通策略的例子包括反映真实的生活应用的协作解决问题的练习，其次是学生进一步调查和交流他们的理解使用当前的技术，如维基页面和数字讲故事的机会。 一些工具被用来衡量学生的功能科学素养，科学能力的信心，并希望继续学习课程完成后生物学的变化。 在脚手架的过程中，新手研究生导师承担越来越独立的角色，在创建，实施和培训他们的同行在发展的教学策略。 对研究生学徒计划的评估包括定量工具和定性访谈，以记录对教学，能力和采用这些教学实践的可能性的态度转变。该项目正在推进超过三分之一的格鲁吉亚大学毕业生的功能科学素养。 这是唯一的大学科学学习经验，为大多数大学的本科生，是全国教育经验的代表。 该项目还创造了一个自我维持的过程，未来的教师将接受培训，以指导下一代教师。 新颖的教学实践和学徒计划在STEM学科中具有普遍性。 这些材料和战略都在与研究生参与者合作，在多个层面上传播：在当地，格鲁吉亚大学的STEM学科;在区域一级，通过格鲁吉亚大学系统其他机构的教师讲习班;在国家一级，通过科学和教育会议上的讲习班。本科生的具体项目目标是（a）确定并培养对当前以生物学为中心的科学问题的兴趣，（B）应用科学过程技能（例如产生问题，确定变量和假设，收集和描述数据，解释结果的后果和限制）对相关科学问题做出决定，以及（c）通过写作，讨论和新媒体传达他们的理解。 研究生的具体项目目标是（a）学习为大招生课程创建和实施新的教学实践，（B）使用基于证据的评估方法来衡量他们改变的教学实践的有效性，以及（c）在主动学习实践和科学教学过程中对新手研究生进行同侪指导。该项目由生物科学理事会的资金共同资助，新兴前沿司。

Project Synergy is being accomplished with the context of Biology 1103, the quintessential introductory biology course for non-science majors at the University of Georgia and one that typifies general education introductory courses taken by undergraduates throughout the nation. The project addresses two parallel and interconnected objectives: (1) to advance the functional science literacy skills of non-science majors using technology-enhanced communication in even the largest undergraduate general education courses, and (2) to involve graduate students in a long-term "scaffolded" apprenticeship program that aims to create and implement these strategies. This research builds upon and extends prior work related to learner-centered instruction, especially in large-enrollment courses. The project is creating active learning modules about current relevant issues in the biological sciences. Examples of communication strategies developed for the course include collaborative problem-solving exercises that mirror real life applications, followed by opportunities for students to further investigate and communicate their understanding using current technologies such as wiki pages and digital storytelling. Several instruments are being used to measure changes in students' functional science literacy, confidence in scientific abilities, and desire to continue learning about biology after course completion. In the scaffolding process, novice graduate student instructors assume increasingly independent roles in creating, implementing, and training their peers in the development of teaching strategies. Evaluation of the graduate apprenticeship program includes quantitative instruments and qualitative interviews to document shifts in attitudes toward teaching, competency and likelihood of adopting these teaching practices. The project is advancing functional science literacy for more than one-third of the University of Georgia college graduates. This is the only college science learning experience for most of the University's undergraduates and is representative of the educational experience nationwide. The project is also creating a self-sustaining process in which future faculty will be trained to mentor the next generation of instructors. The novel instructional practices and apprenticeship program are generalizable across STEM disciplines. Both the materials and strategies are being disseminated at multiple scales, in partnership with graduate student participants: locally, across STEM disciplines at the University of Georgia; regionally, through workshops for instructors at other institutions in the University System of Georgia; and nationally, through workshops at science and education conferences. Specific project goals for undergraduate are to (a) identify and cultivate an interest in current scientific issues centered in biology, (b) apply science process skills (e.g. generate questions, identify variables and assumptions, collect and describe data, explain consequences and limits of results) to make decisions about relevant scientific issues, and (c) communicate their understanding through writing, discussion, and new media. Specific project goals for graduate students are to (a) learn to create and implement new instructional practices for large-enrollment courses, (b) measure the effectiveness of their changed teaching practices using evidence-based assessment methods, and (c) peer-mentor novice graduate students in active learning practices and the scientific teaching process.This project is being co-funded by funds from the Directorate for Biological Sciences, Emerging Frontiers Division.