Collaborative Research: Navigating from Vision to Change with Bio-MAPS

合作研究：利用 Bio-MAPS 从愿景转向变革

• 批准号: 1322556
• 负责人: Michelle Smith
• 金额: $ 22万
• 依托单位: University of Maine
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-15 至 2019-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1322556&HistoricalAwards=false
• 关键词: Collaborative; Research; Navigating; Vision; Change

This project takes major steps towards concretely defining core concepts and competencies outlined in the NSF-AAAS report, Vision and Change, and provides tools to allow programmatic assessment in undergraduate biology education. The intellectual merit of this project derives from the development, validation, and field-testing of tools called Bio-MAPS (Biology-Measuring Achievement and Progression in Science). Specifically, four Bio-MAPS assessments are being produced: molecular and cellular biology, physiology and neuroscience, ecology and evolution, and an overall comprehensive measure. The research team is working with biology faculty at diverse institutions that span the breadth of higher education to develop a framework that outlines expectations for what students should know and be able to do at different collegiate levels. Data from Bio-MAPS are expected to provide dramatic broader impacts and catalyze curricular reform by: 1) diagnosing areas in which students struggle despite instruction, 2) allowing two-year community colleges to evaluate how well they are preparing students for transfer to four-year institutions, 3) inspiring and directing faculty and institutional conversations about enacting change at the programmatic level, 4) helping administrators focus limited resources on aspects of the curricula needing revision, and 5) challenging faculty to re-design courses to scaffold student learning. Biology departments can also use Bio-MAPS assessments to demonstrate evidence of student learning for accreditation processes.Many agencies now require evidence of student learning and data on how well programs meet the needs of diverse student populations. This focus on tangible learning outcomes requires that institutions have a means of quantitatively measuring student progression through a curriculum. Bio-MAPS can provide a means of measuring student progress through a curriculum. Other science disciplines may be interested in developing similar assessments for their students.This project is being funded jointly by the Directorate for Biological Sciences and the Directorate of Education and Human Resources, Division of Undergraduate Education as part of their efforts to support Vision and Change in Undergraduate Biology Education.

该项目采取了重大步骤，以确定NSF-AAAS报告，愿景和变更中概述的核心概念和能力，并提供工具以允许在本科生物学教育中进行程序化评估。该项目的智力优点来自称为生物图的工具的开发，验证和现场测试（科学中的生物学实现和进步）。具体而言，正在产生四次生物图评估：分子和细胞生物学，生理学和神经科学，生态学和进化以及整体综合度量。研究团队正在与生物学教师合作，涵盖了高等教育广度的各种机构，以开发一个框架，概述了对学生在不同大学水平上应该知道并能够做到的期望的框架。预计来自生物图的数据有望提供巨大的广泛影响，并通过以下方式催化课程改革：1）诊断学生尽管进行了指导，但在这些领域中挣扎的领域，2）允许两年年度的社区大学评估学生为学生的准备工作做好准备，以使四年制机构为转移到四年制机构，3）3）启发和指导教师和机构在限制方面的范围，以限制行政人员的行动，以限制行政人员的行动，4）的行政人员，4） 5）挑战教师重新设计课程以脚手架学生学习。生物学部门还可以使用生物图评估来证明学生学习认证过程的证据。许多机构现在需要学生学习的证据以及有关计划如何满足不同学生人数的需求的数据。对有形学习成果的关注要求机构具有定量测量学生通过课程进步的手段。生物地图可以提供通过课程来衡量学生进步的方法。其他科学学科可能有兴趣为其学生制定类似的评估。该项目由生物科学局和教育和人力资源局共同资助，本科教育司，作为支持本科生物学教育的愿景和变化的努力的一部分。