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，这是乔治亚大学非科学专业的典型生物学入门课程，也是全国本科生通识教育入门课程的典型之一。该项目有两个平行且相互关联的目标：(1)在最大的本科通识教育课程中，通过技术增强的交流，提高非科学专业学生的功能性科学素养技能；(2)让研究生参与旨在制定和实施这些战略的长期“脚手架”学徒计划。本研究建立并扩展了先前与以学习者为中心的教学相关的工作，特别是在大招生课程中。该项目正在创建有关当前生物科学相关问题的主动学习模块。本课程开发的沟通策略示例包括反映现实生活应用的协作解决问题练习，随后为学生提供使用当前技术（如wiki页面和数字故事）进一步调查和交流他们理解的机会。一些工具被用来测量学生的功能性科学素养、对科学能力的信心以及在课程结束后继续学习生物学的愿望的变化。在支架式教学过程中，研究生新手导师在教学策略的制定、实施和培训方面承担着越来越独立的角色。研究生学徒计划的评估包括定量工具和定性访谈，以记录对教学态度的转变，能力和采用这些教学实践的可能性。该项目正在为佐治亚大学三分之一以上的毕业生提高功能性科学素养。这是我校大部分本科生唯一一次大学理科学习经历，也是全国教育经历的代表。该项目还创建了一个自我维持的过程，在这个过程中，未来的教师将接受培训，以指导下一代教师。新的教学实践和学徒计划可以在STEM学科中推广。这些材料和策略正在与研究生参与者合作，在多个尺度上进行传播：在当地，佐治亚大学的各个STEM学科；在区域方面，通过为格鲁吉亚大学系统其他机构的教员举办讲习班；在全国范围内，通过科学和教育会议的研讨会。本科生的具体项目目标是(a)识别和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，提出问题，识别变量和假设，收集和描述数据，解释结果和结果的局限性）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)学习创建和实施大规模招生课程的新教学实践，(b)使用基于证据的评估方法衡量其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研究生新手进行同伴指导。该项目由生物科学理事会新兴前沿司的资金共同资助。

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.