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

让更多本科生参与研究体验是改善科学教育的首要任务，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协作学习社区，利用可扩展的功能基因组学研究整合到各种生物学子学科的课程中。 CGC 采用综合教学和研究模式，结合探究驱动的课堂实验室活动和协作联盟教学法来推进教师研究。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界采用该课程时，可以有效地让更多的学生参与真实的研究，同时推进教师的研究。 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，以促进其广泛采用，为教学/研究整合创造更多机会。 如果成功，该项目提供的证据表明，课堂环境中的学生可以利用各种模型生物为教师和社区研究重点做出重大贡献。为了实现项目目标，CGC 将： 1）开发适合教师研究兴趣的课程，将联盟活动与研究社区资源相结合，并评估学生的学习成果； 2）通过培训研讨会传播CGC模型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可以培育学习社区，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。在此模型中，研究社区的成员组成了专业学习社区，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收益，并提出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，并通过新开发的评估来评估预测的认知收益。确定每个机构的学生群体，不参与 CGC 课程，以控制教师和机构因素。

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.