TUES: Development of an Active Learning Gemology Studio Course: Introducing Nonscience Majors to the STEM Curriculum

TUES：开发主动学习宝石学工作室课程：将非科学专业引入 STEM 课程

• 批准号: 1044769
• 负责人: Roland Scal
• 金额: $ 16.59万
• 依托单位: CUNY Queensborough Community College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-08-01 至 2015-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1044769&HistoricalAwards=false
• 关键词: TUES; Development; Active; Learning; Gemology

This project is creating a studio-learning environment for community college students studying gemology and integrating active learning techniques and guided laboratory explorations in order to attract early-career, nontraditional students to the geosciences and STEM curriculum. Activities and associated assessments are being used to incorporate and adapt specific pedagogical techniques such as studio and active learning that have shown efficacy at four-year colleges in engaging early-career students and stimulating their interest in science and STEM careers. Formative and summative evaluations are being applied to the course. Formative evaluation tools, to gauge course effectiveness and make modifications where necessary, are based on students' responses to cognitive and affective measures, including self-efficacy beliefs, nature of science measures, student perceptions of learning gains, science interests, and knowledge surveys. The PIs are assessing the relative effectiveness of teaching modules and methodologies, web-based instructional materials, field trips, independent research, and the value of interaction with the local mineralogical club. The summative evaluations are providing an understanding of the effectiveness of the 'enticement of gemology,' examining mastery of course content, gains in student interest in the geosciences and STEM fields and careers, quality of student research presentations, and course retention compared to a lecture-only gemology course. Through these evaluations, the PIs are increasing our understanding of how to engage and retain early-career, non-science majors in a broad range of STEM topics central to earth science.The PIs are actively disseminating information about student learning outcomes and teaching methodologies that are most effective within the community college setting for encouraging continuation in science and recruitment of early career students to the geosciences and STEM at geological meetings with workshops and presentations, through peer-reviewed publications, and by developing a series of online modules and activities.

该项目正在为学习宝石学的社区大学学生创造一个工作室学习环境，并整合积极的学习技术和指导实验室探索，以吸引职业生涯早期的非传统学生学习地球科学和STEM课程。正在利用活动和相关评估纳入和调整特定的教学技术，如工作室和主动学习，这些技术在四年制大学中显示出在吸引早期就业学生并激发他们对科学和STEM职业的兴趣方面的有效性。形成性和总结性评价正在应用于该课程。形成性评估工具是基于学生对认知和情感测量的反应，包括自我效能信念、科学测量的性质、学生对学习成果的看法、科学兴趣和知识调查，来衡量课程有效性并在必要时进行修改。PIS正在评估教学模块和方法、基于网络的教学材料、实地考察、独立研究以及与当地矿物学俱乐部互动的价值。总结性评估提供了对《宝石学的诱惑》有效性的理解，考察了学生对课程内容的掌握情况，学生对地球科学和STEM领域和职业的兴趣增加，学生研究报告的质量，以及与仅讲授的宝石学课程相比的课程保留率。通过这些评估，PIS正在加深我们对如何在以地球科学为核心的广泛的STEM主题中吸引和留住早期职业、非理科专业学生的理解。PIS正在积极传播关于学生学习成果的信息和在社区大学环境中最有效的教学方法，以鼓励继续从事科学和向地球科学和STEM招收早期职业学生，在地质学会议上通过讲习班和演讲，通过同行评审的出版物，并通过开发一系列在线模块和活动。