Tipping the Scale: Engaging Community College Science Faculty and Students in Course-Based Research Experiences (CBRE)

突破规模：让社区学院科学教师和学生参与基于课程的研究体验 (CBRE)

• 批准号: 1505081
• 负责人: Christine Andrews
• 金额: $ 24.99万
• 依托单位: Lane Community College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-07-01 至 2018-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1505081&HistoricalAwards=false
• 关键词: Tipping; Scale; Engaging; Community; College

The value of engaging students in course-based research experiences has become increasingly appreciated as more is learned about effective approaches to retaining students in science, technology, engineering and mathematics (STEM) studies and preparing them well for future positions in the various fields affected. The significance and importance of this project is that it is designed to introduce this experience into a community college on a large scale by helping a broad range of faculty, including adjunct faculty, explore, develop and assess sustainable strategies for integrating course based research experiences into lower-division transfer courses in biology and environmental science. Adjuncts are an important resource on many community college campuses but they are often overlooked when campuses engage in broad change efforts. The goals and scope of the project are to prepare community college students (both STEM majors and those majoring in other fields) for opportunities available as they transfer to four year schools and to generally help these students realize their capacity for and interest in participating in scientific research efforts as well as help them realize how science is done and how it may affect them. The project capitalizes on the unique variety of courses at Lane and their: integrated lecture/laboratory class formats; small class sizes; exceptional research sites; the longitudinal datasets being gathered on campus to advance knowledge in ecology and environmental science projects; the number of committed faculty; and the college's laboratory support capabilities. Faculty change models (AAAS, 2009) along with evidence-based undergraduate research models from other colleges (CUR, 2007) will be explored for their relevance and applicability by engaging adjunct faculty and full-time faculty in Faculty Learning Communities for professional development. These faculty will discuss with and learn from each other how to transform their courses by integrating campus based research into the lecture and laboratory components of their courses. An estimated 2000 students a year will be engaged in doing science together with their professors. Based on prior pilot studies at the college, the students will achieve measurable gains in scientific literacy and gain needed skills in science research as well as gain a sense of self efficacy as scientists leading to increased persistence in science majors.This project is funded jointly by the Directorate for Biological Sciences, Division of Biological Infrastructure and the Directorate for Education and Human Resources, Division of Undergraduate Education in support of efforts to address the challenges posed in Vision and Change in Undergraduate Education: A Call to Action http://visionandchange.org/finalreport/.

随着越来越多的人了解到有效的方法来留住科学、技术、工程和数学（STEM）研究的学生，并为他们在受影响的各个领域的未来职位做好准备，让学生参与基于课程的研究经验的价值已经越来越受到重视。这个项目的意义和重要性在于，它旨在通过帮助广泛的教师，包括兼职教师，探索、开发和评估可持续的策略，将基于课程的研究经验整合到生物和环境科学的低级别转学课程中，从而将这种经验大规模地引入社区学院。在许多社区大学校园里，兼职教授是一种重要的资源，但当校园从事广泛的变革工作时，他们往往被忽视。该项目的目标和范围是为社区大学学生（包括STEM专业和其他专业的学生）在转到四年制学校时提供机会做好准备，并总体上帮助这些学生认识到他们参与科学研究的能力和兴趣，并帮助他们认识到科学是如何完成的以及它如何影响他们。该项目充分利用了Lane独特的课程种类及其：综合讲座/实验课形式；小班授课；特殊的研究地点；在校园内收集的纵向数据集，以促进生态和环境科学项目的知识；教职员工的数量；以及学院的实验室支持能力。教师变革模式（美国科学促进会，2009年）以及其他学院的基于证据的本科生研究模式（美国学术研究中心，2007年）将通过让兼职教师和全职教师参与教师学习社区的专业发展，探索其相关性和适用性。这些教师将相互讨论和学习如何通过将校园研究整合到课程的讲座和实验室组成部分来改变他们的课程。预计每年将有2000名学生与他们的教授一起从事科学研究。根据学院先前的试点研究，学生将在科学素养方面取得可衡量的收获，获得科学研究所需的技能，并获得作为科学家的自我效能感，从而增加对科学专业的坚持。该项目由生物基础设施司生物科学司和教育和人力资源司本科教育司联合资助，以支持应对《本科教育的愿景与变革：行动呼吁》http://visionandchange.org/finalreport/所提出的挑战。