Leveraging faculty expertise in CREATE pedagogy to transform teaching and maximize student outcomes through courses focused on scientific literature at 2- and 4-year institutions

总统科技顾问理事会（PCAST）在2012年预测，除非采取措施促进美国学生完成科学、技术、工程和数学（STEM）学位，否则在不久的将来将没有足够的STEM毕业生来填补STEM职位。 PCAST和本科生物学教育的愿景和变化，最近的一份文件反映了代表各种科学领域和学术机构的500多名生物学教师的观点，呼吁让学生参与科学过程，作为确保未来准备充分的专业STEM劳动力的一种手段。 创建（考虑，阅读，阐明假设，分析和解释数据，思考下一个实验）教学/学习策略旨在通过吸引学生，在开始以及在他们的学术生涯的高级阶段，在科学文献的密集分析，以提高本科科学教育。 它提供了一个潜在的低成本的答案所带来的挑战PCAST和愿景和变化。 通过多日研讨会（由NSF赠款DUE 0681536，1323005，1021443支持），PI介绍了教师创建，跟随研讨会校友，因为他们把他们的课程变成了创建课程，并监测研讨会的影响，教师的能力和学生的认知（过程技能）和/或情感（态度/信念）收益在创建课程。 该项目的目的是捕捉创建“有效的做法”和创新开发的研讨会培训的教师，并改善和测试社区学院设置的创建方法。 它将使调查人员能够简化和加强他们的努力，以收集教师使用该技术和学生学习成果的证据，并帮助教师开发专门适用于生物学入门课程和社区学院使用的技术，以及评估CREATE对其他社区大学群体的影响。该项目建立在一项试点研究的基础上，在这项研究中，作者密切关注了一组研讨会的与会者（CBE Life Science Education，（2014）13：224-242）。 在为期两年的项目的第一年，PI将与经验丰富的CREATE教师举行焦点小组会议，为周末会议做准备，将其中的一部分聚集在一起，以捕捉他们对CREATE战略的创新，并共同开发更有效地将CREATE整合到四年制和社区学院环境中的方法。 同样在第一年，社区学院的CREATE教师将与PI和社区学院项目顾问合作，开发适用于社区学院第一年生物学的完整CREATE课程。 在第二年，PI将把CREATE的测试，包括新的课程，扩展到另外四所社区学院。除了检查学生的学习成果，这项研究将捕捉新的见解的因素，无论是促进或抑制教师教学实践的转变。作为一个整体，这个为期两年的研究项目将产生显着的CREATE课程资源和出版物，这将有助于通过CREATE战略改变科学教学法，并研究学生的成绩和促进或抑制教师教学变革的因素。该项目由生物科学理事会，生物基础设施司和教育和人力资源理事会，本科教育司共同资助，以支持应对本科教育中的愿景和变革所带来的挑战：行动呼吁http://visionandchange.org/finalreport/。

The President's Council of Advisors on Science and Technology (PCAST) predicted in 2012 that, unless measures are taken to facilitate US students' completion of degrees in science, technology, engineering and math (STEM), there will not be enough STEM graduates to fill STEM jobs in the near future. Both PCAST and Vision and Change in Undergraduate Biology Education, a recent document reflecting the views of more than 500 biology faculty representing a variety of scientific fields and academic institutions, call for engaging students in the scientific process as one means of ensuring a well prepared professional STEM workforce in the future. The CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret the data, Think of the next Experiment) teaching/learning strategy aims to improve undergraduate science education by engaging students, at the beginning as well as at the advanced stages of their academic careers, in intensive analysis of the scientific literature. It provides one potential low cost answer to the challenges posed by PCAST and Vision and Change. Through multiday workshops (supported by NSF grants DUE 0681536, 1323005, 1021443), the PIs have introduced faculty to CREATE, followed workshop alumni as they transformed their courses into CREATE courses, and monitored workshop impact, teacher ability and student cognitive (process skills) and/or affective (attitude/beliefs) gains in CREATE courses. The project is designed to capture CREATE 'effective practices' and innovations developed by workshop-trained faculty, and to improve and test CREATE approaches for community college settings. It will enable the investigators to streamline and enhance their efforts to gather evidence on both faculty use of the technique and student learning outcomes and to help faculty develop techniques specifically appropriate for introductory biology courses and use at community colleges, as well as to assess CREATE impact on additional community college cohorts.The project builds on a pilot study in which the authors closely followed a set of workshop attendees (CBE Life Science Education, (2014) 13:224-242). The PIs will in year 1 of the two-year project hold focus groups with experienced CREATE faculty in preparation for a weekend conference bringing together a subset of these, to capture their innovations to the CREATE strategy and jointly develop ways to more effectively integrate CREATE in both four-year and community college settings. Also in year 1, community college CREATE faculty will work with the PIs and a Community College Project Consultant to develop a full CREATE curriculum applicable to first-year Biology at community colleges. In year 2, the PIs will extend testing of CREATE, including the novel curriculum, to four additional community colleges. In addition to examining student learning outcomes, this research will capture new insights into the factors that either promote or inhibit the transformation of faculty teaching practices. Taken as a whole, this two-year research project will produce significant CREATE curricular resources and publications that will facilitate changing science pedagogy via the CREATE strategy and study both student outcomes and factors that promote or inhibit faculty pedagogical change. 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/.