Concept, Competency, and Community-Driven Curriculum Reform in Undergraduate Biology Education (C3UBE)

智力优势：这个项目整合了愿景与变革倡议的建议，以修订和重振田纳西大学诺克斯维尔分校(UTK)第一年的生物学序列。一种基于社区的方法被用来监测和记录UTK生物学家将愿景与变革的概念、能力和研究整合到三门课程中的情况。教师和研究生正在制定新的教学策略，并评估对学生学习的影响。在一定程度上，这项工作包括1)开发和实施新课程，2)为UTK生物界提供专业发展，3)根据课程变化评估和评估学生的学习，以及4)传播学生的学习和课程变化的结果。该项目提供了一个模式，说明一所大型州立大学的基于结果和基于社区的改革如何将愿景与变化纳入生物学入门课程。基于愿景和变革概念的开放式评估的创建和使用也在培养评估本科生生物学学习的能力。广泛的影响：通过让数十名UTK教职员工、研究生和工作人员参与最佳教学实践，该项目为数千名本科生提供了提高生物素养的工具。它让学生准备好接受开放式提问，并鼓励他们像生物学家一样思考。此外，该项目是改革的典范，其成果可免费提供给其他机构使用。UTK社区成员也在访问选定的机构，鼓励他们在生物入门课程中实施类似的课程改革。

Intellectual merit: This project integrates recommendations by the Vision and Change initiative to revise and revitalize the first year biology sequence at the University of Tennessee, Knoxville (UTK). A community-based approach is being used to monitor and document the integration of Vision and Change concepts, competencies, and research by UTK biologists into three courses. Faculty and graduate students are developing new instructional strategies and assessing the impacts on student learning. In part, the effort involves 1) developing and implementing a new curriculum, 2) providing professional development for the UTK biology community, 3) assessing and evaluating student learning in light of the curricular changes, and 4) disseminating the student learning and curriculum change results. The project is providing one model of how an outcomes-based and community-based reform at a large state university can integrate Vision and Change into introductory biology courses. The creation and use of open-ended assessments based on Vision and Change concepts is also building capacity in assessment of undergraduate biology learning.Broader impacts: By engaging dozens of UTK faculty, graduate students, and staff in best practices for teaching and learning, the project is providing thousands of undergraduates the tools to become more biologically literate. It prepares students for open-ended questioning, and encourages them to think like biologists. Moreover, the project functions as a model of reform whose deliverables are freely available for use by other institutions. UTK community members are also visiting selected institutions to encourage them to enact similar curricular reforms within their introductory biology courses.