Collaborative Research: The Ciliate Genomics Consortium Model for Sustainable Teaching-Research Integration

协作研究：可持续教研一体化的纤毛虫基因组联盟模型

• 批准号: 1431379
• 负责人: Eric Cole
• 金额: $ 5.95万
• 依托单位: Saint Olaf College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1431379&HistoricalAwards=false
• 关键词: Collaborative; Research; Ciliate; Genomics; Consortium

Engaging more undergraduates in research experiences is a priority for improving science education and course-based research experiences are a promising approach to reaching larger numbers of students. The Ciliate Genomics Consortium (CGC) is a student-centered, nation-wide collaborative learning community that uses scalable functional genomics research for integration into courses in a variety of biology sub-disciplines. The CGC employs an integrative teaching and research model that combines both inquiry-driven class laboratory activities and collaborative consortium pedagogies to advance faculty research. Previously, the CGC developed modular course-based research curricula that, when adopted by the research community using the ciliate Tetrahymena, effectively engaged greater numbers of students in authentic research while advancing faculty research. This work expands the consortium by creating new or improving tested curricula to promote their broad adoption, creating more opportunities for teaching/research integration. If successful, this project provide evidence that students in classroom settings can contribute substantially to faculty and community research priorities with a variety of model organisms. To achieve project goals, the CGC will: 1) develop curricula adaptable to faculty research interests, integrate consortium activities with research community resources, and assess student learning gains; and 2) disseminate the CGC model through training workshops and assess the impact on faculty teaching and student learning. Curricula are disseminated through annual workshops and test whether research communities can foster learning communities that promote faculty adoption of classroom-based research as a high impact teaching practice. In this model, members of a research community form a professional learning community to enhance and apply best STEM teaching practices. To learn more about the effectiveness of this approach for both students and educators, the project will assess the pedagogy and report any conceptual gains this research-based curriculum offers over other instructional models, and present limitations and challenges observed. Several validated instruments will be used to measure confidence and learning gains with newly developed assessments to evaluate predicted cognitive gains. Cohorts of students at each institution are identified, not engaged in the CGC curriculum, to control for instructor and institutional factors.

让更多的本科生参与研究体验是改善科学教育的优先事项，而基于课程的研究体验是接触更多学生的一种有前途的方法。纤毛基因组学联盟(CGC)是一个以学生为中心的、全国性的协作学习社区，它使用可扩展的功能基因组学研究来整合到各种生物子学科的课程中。CGC采用一体化的教学和研究模式，将探究驱动的课堂实验活动和合作联盟教学相结合，以促进教师的研究。此前，CGC开发了基于课程的模块化研究课程，当使用纤毛虫四膜虫的研究社区采用这些课程时，有效地让更多的学生参与真实的研究，同时促进教师研究。这项工作通过创建新的或改进经过测试的课程来扩大联盟，以促进它们的广泛采用，为教学/研究一体化创造更多机会。如果成功，这个项目提供了证据，证明在课堂环境中的学生可以通过各种模式生物体为教师和社区的研究重点做出重大贡献。为了达到项目目标，CGC将：1)开发适应教师研究兴趣的课程，将联盟活动与研究社区资源整合起来，并评估学生的学习收获；以及2)通过培训工作坊传播CGC模式，并评估对教师教学和学生学习的影响。课程通过年度研讨会传播，并测试研究社区是否能够培育学习社区，促进教师采用基于课堂的研究作为一种高影响力的教学实践。在这种模式下，研究社区的成员组成一个专业的学习社区，以增强和应用最佳的STEM教学实践。为了更多地了解这种方法对学生和教育工作者的有效性，该项目将评估教学方法，并报告这种基于研究的课程相对于其他教学模式提供的任何概念上的收获，以及所观察到的局限性和挑战。将使用几种经过验证的工具来衡量信心和学习收益，并使用新开发的评估来评估预测的认知收益。每个机构的学生队列被确定为不参与CGC课程的学生，以控制教师和机构因素。