CREATE: Cornerstone to Capstone--Integrating a tranformative paradigm for undergraduate Biology education throughout the curriculum

创建：从基石到顶点——在整个课程中整合本科生物教育的变革范式

• 批准号: 1323006
• 负责人: Sally Hoskins
• 金额: $ 39.55万
• 依托单位: CUNY City College
• 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 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1323006&HistoricalAwards=false
• 关键词: CREATE; Cornerstone; Capstone; Integrating; tranformative

C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, and Think of the next Experiment), uses intensive analysis of primary and other scientific literature to demystify and humanize science. To date, it has been introduced in numerous upper-level capstone courses and a single introductory stand alone course. The current CREATE toolkit includes the use of concept maps, sketching, figure annotation, experimental design, grant panels, and student email interviews of paper authors. These tools are applied to analysis of primary or other scientific literature that illuminates key concepts of biology or the nature of science. This project is investigating how best to deploy CREATE strategies at initial stages of a curriculum and how best to integrate CREATE strategies at intermediate levels of a curriculum in traditionally-taught courses. The PIs are testing a full-semester City College of New York (CCNY) CREATE course for first-year students in distinct new student cohorts, and testing the effectiveness of embedding a two-week CREATE module into an otherwise traditionally-taught Genetics course. They are investigating the feasibility and effectiveness of interventions at each curricular level, by assessing students' cognitive and attitudinal gains using a critical thinking test and a survey of student attitudes/abilities/beliefs. The first-year CCNY Introduction to Scientific Thinking course is being tested with first-year students at Hobart and William Smith Colleges and Rowan University. Multi-week CREATE interventions in Genetics are being developed and tested at all three campuses. The data is providing insight into the adaptability of this teaching/learning strategy. Intellectual Merit: CREATE has been tested previously in full-semester elective courses for upper-level students and found to lead to gains in critical thinking, content integration, student self-rated attitudes/abilities, and maturation of aspects of students' epistemological beliefs about science. This project explores the potential of the approach to be adapted at a less intense level and in a wider array of courses. Broader Impact: The PI is also conducting a series of CREATE faculty development workshops (supported by NSF 1021443). To date 96 faculty from a wide variety of community and 4-year colleges and universities have been involved in these workshops. Many of the graduates from the faculty development project teach at institutions where options for teaching non-traditionally are limited, making effective short-term CREATE interventions particularly appealing. Outcomes from this new CREATE protocol can inform the faculty development project and that project and the graduates from it can help disseminate outcomes from this new project to a wide number of faculty from diverse institutions.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.

C.R.E.A.T. E（考虑，阅读，阐明假设，分析和解释数据，并考虑下一个实验），使用主要和其他科学文献的深入分析，使科学变得神秘和人性化。 到目前为止，它已被引入许多高层次的顶点课程和一个单一的介绍性独立课程。 目前的CREATE工具包包括使用概念图，草图，图形注释，实验设计，资助小组和论文作者的学生电子邮件采访。这些工具用于分析阐明生物学关键概念或科学本质的原始或其他科学文献。该项目正在研究如何最好地部署创建策略在课程的初始阶段，以及如何最好地整合创建策略在传统教学课程的中间层次的课程。PI正在测试纽约城市学院（CCNY）为不同新生群体的一年级学生开设的全学期CREATE课程，并测试将为期两周的CREATE模块嵌入传统遗传学课程的有效性。他们正在调查在每一课程层次采取干预措施的可行性和有效性，方法是利用批判性思维测试和学生态度/能力/信念调查评估学生的认知和态度方面的收获。 一年级的CCNY科学思维入门课程正在与霍巴特和威廉史密斯学院和罗文大学的一年级学生进行测试。在遗传学多周创建干预措施正在开发和测试在所有三个校区。这些数据提供了对这种教学/学习策略的适应性的深入了解。智力优势：CREATE以前已经在高年级学生的全学期选修课程中进行了测试，发现它可以提高批判性思维，内容整合，学生自我评价的态度/能力，以及学生对科学的认识论信念方面的成熟。该项目探讨了这种方法在较低强度水平和更广泛的课程中适用的潜力。更广泛的影响：PI还举办了一系列的CREATE教师发展研讨会（由NSF 1021443支持）。迄今为止，来自各种社区和四年制学院和大学的96名教师参加了这些讲习班。 教师发展项目的许多毕业生在非传统教学选择有限的机构任教，这使得有效的短期CREATE干预措施特别有吸引力。这一新的CREATE协议的成果可以为教师发展项目提供信息，该项目及其毕业生可以帮助将这一新项目的成果传播给来自不同机构的大量教师。该项目由生物科学局和教育和人力资源局联合资助，本科教育司作为他们努力支持本科生物学教育的愿景和变化的一部分。