Integrated Science Education for Discovery in Introductory Biology (InSciED-In)

大量的证据支持传统的研究学徒制在本科生的学术，个人和职业发展的价值。明尼苏达大学生物科学学院在其所有的生物学入门课程中嵌入了真实的研究经验。因此，目前每年有4,000多名学生参加以课堂为基础的真实研究体验。该项目将扩大这一努力，使学生能够从最初的课堂设计的研究经验，以全方位的科学探究，从问一个问题，以产生新的知识。这项建议的灵感来自综合科学教育推广计划（InSciEd Out）（http：//insciedout.org/），该计划让中学生参与产生可持续成果的研究项目。 该项目（被称为InSciED-In）旨在为本科生，包括生物学专业和非专业学生，提供严格，全面的研究经验，包括观察，提问，假设建立，实验设计，数据收集/分析/演示，以及期望，通过这项工作，他们将发现新的知识。根据试点研究的证据，一些学生项目将导致可持续的研究，增强对生命基本过程的理解，包括复杂性状的遗传学，发育生物学，行为和生态系统。在这种大规模实施InSciED-In方法创造了一个机会，可以检查基于探究的实验室，基于课堂的研究学徒，教师领导的研究学徒和完整的（InSciED-In）研究经验之间的学生成果差异。一个进一步的教育研究课题计划进行审查是发现为基础的研究，使用计算方法来探测数据库提供的学习成果等同于那些通过基于实验室的研究经验。这些分析有望更好地了解哪些类型的研究经验对学生产生最大的积极影响，以及哪些学生受到的影响最大。 在这项资助的五年中，超过11，000名非专业学生和2，000名专业学生将参加InSciED-In研究体验。

A large body of evidence supports the value of traditional research apprenticeships in the academic, personal, and career development of undergraduates. The College of Biological Sciences at the University of Minnesota has embedded authentic research experiences in all of their introductory biology courses. As a result, more than 4,000 students currently engage in classroom-based authentic research experiences each year. This project will expand that effort so that students can advance from their initial classroom designed research experiences to the full range of scientific inquiry, from asking a question to producing new knowledge. This proposal is inspired by the Integrated Science Education Outreach (InSciEd Out) Program (http://insciedout.org/), which involves middle school children in research projects that produce publishable results. The project (dubbed InSciED-In) is designed to provide undergraduate students, including both biology majors and non-majors, with a rigorous, comprehensive research experience that includes observation, questioning, hypothesis building, experimental design, data collection/analysis/presentation, and the expectation that, through this work, they will discover new knowledge. Based on evidence from pilot studies some student projects will result in publishable research, enhancing understanding of basic processes of life, including the genetics of complex traits, developmental biology, behavior, and ecosystems. Implementing the InSciED-In approach on this large scale creates an opportunity to examine differences in student outcomes between inquiry-based labs, classroom-based research apprenticeships, faculty-led research apprenticeships, and complete (InSciED-In) research experiences. A further educational research topic scheduled to be examined is whether discovery-based research that uses computational approaches to probe databases provides learning outcomes equivalent to those achieved through bench-based research experiences. These analyses promise to produce better understanding of which types of research experiences have the greatest positive impact on students, and which students are most affected. Over the five years of this grant, more than 11,000 non-majors and 2,000 majors will participate in an InSciED-In research experience.