RCN-UBE: CC Bio INSITES: Community College Biology Instructor Network to Support Inquiry into Teaching and Education Scholarship

RCN-UBE：CC Bio INSITES：支持教学和教育奖学金调查的社区大学生物学讲师网络

• 批准号: 1730130
• 负责人: Lisa Corwin
• 金额: $ 49.8万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-15 至 2023-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1730130&HistoricalAwards=false
• 关键词: RCN; UBE; CC; Bio; INSITES

Biology education research (BER), where biology faculty investigate teaching and learning within their own discipline, is considered a vital tool for transforming undergraduate biology education and enhancing student success. However, even though approximately half of biology majors complete coursework at community colleges (CCs), including disproportionate numbers of under-served students, only 3% of recent BER papers included a CC author or CC study context. This raises concerns that existing BER may have failed to characterize the educational experiences of half of the relevant undergraduate population and that innovations stemming from BER might not be reaching CCs. This project is a grassroots effort driven by a strong nationwide group of CC faculty to promote, conduct, and publish CC BER. The network will mobilize diverse stakeholders from CC settings including students, faculty and administrators to journal editors and national society leaders to enhance the representation of CCs in BER. Grounded in the unique values and cultures of CCs, it will provide opportunities for intellectual support, infrastructure support, and social support to mitigate previously hypothesized constraints on CC BER and empower CC faculty to engage in and publish BER. The project will thus address the paucity of BER from CC contexts and contribute insights that can improve life science instruction for students from underserved groups across all institutional contexts. The intellectual merit of the project is to address research questions about the types of social, infrastructure and intellectual support CC BER. These networks will build on established models of change, provide answers to research questions regarding hypothesized constraints to CC BER, and integrate with existing networks. At the core of this national effort will be 20 geographically dispersed, regional CC BER networks. These regional networks, consisting of approximately five individuals representing CC faculty, administrators, students, future CC faculty, and CC BER advocates, will meet regularly and make substantial progress on one or more collaborative CC BER projects. The national network effort will provide intellectual resources in the form of faculty development experiences in BER at an opening national meeting, ongoing mentorship for regional networks, and travel to national BER conferences. Additionally, the network will provide critical resources often absent at CCs, such as access to an Institutional Review Board and journal articles. The project will culminate with presentations by regional teams at a national BER meeting and preparation of manuscripts related to regional efforts. As a result, the new CC BER network will make substantial, novel contributions to the present body of knowledge regarding CC biology teaching and learning and will provide insights into how networks can support innovation at CCs and in education research broadly.This project is being jointly funded by the Directorate for Biological Sciences, Division of Biological Infrastructure and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts to address the challenges posed in Vision and Change in Undergraduate Biology Education: A Call to Action (http://visionandchange.org/finalreport/).

生物教育研究(BER)是生物学教师在自己的学科范围内调查教与学的活动，被认为是转变本科生物学教育、提高学生成功的重要工具。然而，尽管大约一半的生物专业学生在社区大学(CCS)完成了课程，包括不成比例的未得到充分服务的学生，但最近的BER论文中只有3%包括CC作者或CC研究背景。这引起了人们的担忧，即现有的BER可能无法描述一半相关本科生的教育经历，而BER产生的创新可能无法到达CCS。这个项目是一个草根的努力，由一个强大的全国CC教职员工团体推动，以促进、实施和发布CC BER。该网络将动员来自CC环境的不同利益攸关方，包括学生、教职员工和管理人员，到期刊编辑和国家社会领导人，以提高CCS在BER中的代表性。基于CCS独特的价值观和文化，它将提供智力支持、基础设施支持和社会支持的机会，以缓解之前假设的对CC BER的限制，并授权CC教师参与和发布BER。因此，该项目将解决CC背景下缺乏BER的问题，并提供见解，以改善所有机构背景下来自服务不足群体的学生的生命科学教学。该项目的智力价值在于解决关于社会、基础设施和智力支持类型的研究问题。这些网络将建立在已建立的变化模型基础上，为有关CC BER的假设限制的研究问题提供答案，并与现有网络集成。这项全国性努力的核心将是20个地理上分散的地区性CC BER网络。这些地区网络由大约五个人组成，代表CC教员、管理员、学生、未来的CC教员和CC BER倡导者，他们将定期举行会议，并在一个或多个协作CC BER项目上取得实质性进展。国家网络努力将在开幕的全国会议上以BER教师发展经验的形式提供智力资源，为地区网络提供持续的指导，并前往全国BER会议。此外，该网络将提供CCS经常缺少的关键资源，例如访问机构审查委员会和期刊文章。该项目最后将由区域小组在一次全国BER会议上作介绍，并编写与区域努力有关的手稿。因此，新的CC BER网络将对目前关于CC生物学教学和学习的知识体系做出实质性的、新颖的贡献，并将提供关于网络如何支持CCS和广泛的教育研究创新的见解。该项目由生物科学局、生物基础设施部和教育和人力资源局、本科生教育司联合资助，作为他们努力应对《本科生物学教育的愿景与变革：行动呼吁》(http://visionandchange.org/finalreport/).)中提出的挑战的一部分

项目成果

Supporting biology education research at community colleges: Implementing and adapting evidence‐based practices

支持社区大学的生物教育研究：实施和调整基于证据的实践

• DOI: 10.1002/cc.20534
• 发表时间: 2022
• 期刊: New Directions for Community Colleges
• 作者: Cotter, Robin;Kiser, Stacey;Rasmussen, Jed;Vemu, Sheela
• 通讯作者: Vemu, Sheela

Biology educators, professional societies, and practitioner networks within community colleges

• DOI: 10.1002/cc.20449
• 发表时间: 2021-06
• 期刊: New Directions for Community Colleges
• 作者: Tara Jo Holmberg;Sharon Gusky;Stacey Kiser;V. Karpakakunjaram;Heather M. Seitz;L. Fletcher;L. Fields;Apryl Nenortas;A. Corless;Katrina Marcos

Are there any “science people” in undergraduate health science courses? Assessing science identity among pre‐nursing and pre‐allied health students in a community college setting

本科生健康科学课程中有“科学人”吗？

• DOI: 10.1002/tea.21902
• 发表时间: 2023
• 期刊: Journal of Research in Science Teaching
• 影响因子: 4.6
• 作者: Perkins, Heather;Royse, Emily A.;Cooper, Sara;Kurushima, Jennifer D.;Schinske, Jeffrey N.
• 通讯作者: Schinske, Jeffrey N.

Histology Personal Trainer: Identifying Tissue Types Using Critical Thinking and Metacognition Prompts †

组织学私人教练：使用批判性思维和元认知提示识别组织类型 —

• DOI: 10.1128/jmbe.v20i2.1791
• 发表时间: 2019
• 期刊: Journal of Microbiology & Biology Education
• 影响因子: 1.9
• 作者: Vemu, Sheela;Basta, Holly;Cole, Deborah Catherine
• 通讯作者: Cole, Deborah Catherine