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，这是佐治亚大学为非理科专业学生开设的经典生物学入门课程，也是全国本科生通识教育入门课程的典型。该项目涉及两个平行且相互关联的目标：(1)在即使是最大的本科普通教育课程中使用技术增强的交流来提高非理科专业学生的实用科学素养技能，以及(2)让研究生参与旨在创建和实施这些战略的长期“支架式”学徒计划。本研究是以学生为中心的教学相关研究的基础和延伸，尤其是在招生人数较多的课程中。该项目正在创建关于生物科学当前相关问题的积极学习模块。为本课程开发的交流策略的例子包括反映现实生活应用程序的协作问题解决练习，然后学生有机会进一步调查和交流他们使用当前技术(如维基页面和数字故事讲述)的理解。一些工具被用来衡量学生的功能性科学素养、对科学能力的信心以及在课程完成后继续学习生物学的愿望的变化。在脚手架的过程中，新手研究生导师在制定、实施和培训他们的同行制定教学策略方面承担着越来越独立的角色。对研究生学徒计划的评估包括量化工具和定性访谈，以记录对教学态度、能力和采用这些教学实践的可能性的转变。该项目正在为超过三分之一的佐治亚大学大学毕业生提高功能科学素养。这是该校大多数本科生唯一的大学理科学习经历，也是全国教育经验的代表。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。新颖的教学实践和学徒计划可在STEM各学科中推广。正在与研究生参与者合作，在多个范围内传播材料和战略：在当地，通过格鲁吉亚大学的STEM学科；在区域，通过为格鲁吉亚大学系统其他机构的讲师举办讲习班；以及在全国，通过科学和教育会议的讲习班。本科生的具体项目目标是(A)识别并培养对以生物学为中心的当前科学问题的兴趣，(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、解释结果的结果和限度)来就相关科学问题做出决定，以及(C)通过写作、讨论和新媒体交流他们的理解。研究生的具体项目目标是：(A)学习为大规模招生课程创建和实施新的教学实践；(B)使用循证评估方法衡量其改变后的教学实践的有效性；(C)在积极学习实践和科学教学过程中对初学者进行同行指导。

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.