Collaborative Research: Navigating from Vision to Change with Bio-MAPS

合作研究:利用 Bio-MAPS 从愿景转向变革

基本信息

  • 批准号:
    1911788
  • 负责人:
  • 金额:
    $ 3.67万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2018
  • 资助国家:
    美国
  • 起止时间:
    2018-11-14 至 2019-08-31
  • 项目状态:
    已结题

项目摘要

This project takes major steps towards concretely defining core concepts and competencies outlined in the NSF-AAAS report, Vision and Change, and provides tools to allow programmatic assessment in undergraduate biology education. The intellectual merit of this project derives from the development, validation, and field-testing of tools called Bio-MAPS (Biology-Measuring Achievement and Progression in Science). Specifically, four Bio-MAPS assessments are being produced: molecular and cellular biology, physiology and neuroscience, ecology and evolution, and an overall comprehensive measure. The research team is working with biology faculty at diverse institutions that span the breadth of higher education to develop a framework that outlines expectations for what students should know and be able to do at different collegiate levels. Data from Bio-MAPS are expected to provide dramatic broader impacts and catalyze curricular reform by: 1) diagnosing areas in which students struggle despite instruction, 2) allowing two-year community colleges to evaluate how well they are preparing students for transfer to four-year institutions, 3) inspiring and directing faculty and institutional conversations about enacting change at the programmatic level, 4) helping administrators focus limited resources on aspects of the curricula needing revision, and 5) challenging faculty to re-design courses to scaffold student learning. Biology departments can also use Bio-MAPS assessments to demonstrate evidence of student learning for accreditation processes.Many agencies now require evidence of student learning and data on how well programs meet the needs of diverse student populations. This focus on tangible learning outcomes requires that institutions have a means of quantitatively measuring student progression through a curriculum. Bio-MAPS can provide a means of measuring student progress through a curriculum. Other science disciplines may be interested in developing similar assessments for their students.This project is being funded jointly by the Directorate for Biological Sciences and the Directorate of Education and Human Resources, Division of Undergraduate Education as part of their efforts to support Vision and Change in Undergraduate Biology Education.
该项目采取了重大步骤,具体界定核心概念和能力概述的NSF-AAAS报告,愿景和变化,并提供工具,使本科生物学教育的方案评估。该项目的智力价值来自于称为Bio-MAPS(生物学测量科学成就和进展)的工具的开发,验证和现场测试。具体而言,正在进行四项生物地图评估:分子和细胞生物学、生理学和神经科学、生态学和进化,以及一项全面的综合措施。该研究小组正在与跨越高等教育广度的不同机构的生物学教师合作,制定一个框架,概述学生应该知道什么,并能够在不同的大学水平做什么的期望。预计Bio-MAPS的数据将产生更广泛的影响,并通过以下方式促进课程改革:1)诊断学生在教学中挣扎的领域,2)允许两年制社区学院评估他们为学生转学到四年制大学做好了多少准备,3)激励和指导教师和机构关于在课程层面实施变革的对话,4)帮助管理人员将有限的资源集中在需要修订的课程方面,5)挑战教师重新设计课程,以支持学生学习。生物系还可以使用Bio-MAPS评估来证明学生学习的证据,以进行认证过程。许多机构现在需要学生学习的证据和课程如何满足不同学生群体需求的数据。这种对有形学习成果的关注要求各机构有一种通过课程定量衡量学生进步的手段。Bio-MAPS可以提供一种通过课程来衡量学生进步的方法。其他科学学科可能有兴趣为其学生开发类似的评估。该项目由生物科学理事会和本科教育部教育和人力资源理事会联合资助,作为支持本科生物学愿景和变革的努力的一部分教育。

项目成果

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Michelle Smith其他文献

The complete genome sequence of Eimeria tenella (Tyzzer 1929), a common gut parasite of chickens [version 1; peer review: 2 approved]
柔嫩艾美耳球虫 (Tyzzer 1929) 的完整基因组序列,这是一种常见的鸡肠道寄生虫 [版本 1;
  • DOI:
  • 发表时间:
    2021
  • 期刊:
  • 影响因子:
    0
  • 作者:
    E. Aunin;U. Böhme;D. Blake;A. Dove;Michelle Smith;Craig Corton;K. Oliver;Emma Betteridge;M. Quail;Shane A. McCarthy;J. Wood;A. Tracey;J. Torrance;Ying Sims;K. Howe;Richard J. Challis;M. Berriman;A. Reid
  • 通讯作者:
    A. Reid
Benchmarking ultra-high molecular weight DNA preservation methods for long-read and long-range sequencing
用于长读长和长程测序的超高分子量 DNA 保存方法的基准测试
  • DOI:
    10.1101/2021.07.13.451380
  • 发表时间:
    2021
  • 期刊:
  • 影响因子:
    9.2
  • 作者:
    Hollis A. Dahn;J. Mountcastle;Jennifer R. Balacco;S. Winkler;Iliana Bista;A. Schmitt;O. V. Pettersson;G. Formenti;K. Oliver;Michelle Smith;Wenhua Tan;A. Kraus;Stephen Mac;L. Komoroske;Tanya M. Lama;A. Crawford;R. Murphy;Samara Brown;A. F. Scott;P. Morin;E. Jarvis;O. Fedrigo
  • 通讯作者:
    O. Fedrigo
Social and Romantic Relationships and Sexual Health: A qualitative exploration of individuals with traumatic brain injury (TBI)
  • DOI:
    10.1016/j.apmr.2024.02.312
  • 发表时间:
    2024-04-01
  • 期刊:
  • 影响因子:
  • 作者:
    Reilly Edmonds;Olga Garduño-Ortega;Michelle Smith;Judy Wilson;Tamara Bushnik
  • 通讯作者:
    Tamara Bushnik
An Analysis of Barriers and Supporters for Enrollment in Traumatic Brain Injury Model Systems Research
  • DOI:
    10.1016/j.apmr.2018.08.084
  • 发表时间:
    2018-11-01
  • 期刊:
  • 影响因子:
  • 作者:
    Alejandro Zarate;Coralynn Long;Ellen Hada;Michael Juszczak;Michelle Smith;Tamara Bushnik
  • 通讯作者:
    Tamara Bushnik
Suicide Risk Screening and Assessment Practices in A Multi-Center Outcome Study Following Inpatient TBI Rehabilitation
  • DOI:
    10.1016/j.apmr.2022.12.152
  • 发表时间:
    2023-03-01
  • 期刊:
  • 影响因子:
  • 作者:
    Stephanie Agtarap;Megan Douglas;Jacob Finn;Michelle Smith;Marc Silva
  • 通讯作者:
    Marc Silva

Michelle Smith的其他文献

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{{ truncateString('Michelle Smith', 18)}}的其他基金

Collaborative Research: Science with the People: Collaborative analysis of government data for policy reach and structural change in environmentally contested regions
合作研究:科学与人民:对政府数据进行合作分析,以了解环境争议地区的政策影响力和结构变化
  • 批准号:
    2318239
  • 财政年份:
    2023
  • 资助金额:
    $ 3.67万
  • 项目类别:
    Standard Grant
Collaborative research: From Community to Practice: Evaluating How Open Educational Resources Facilitate Implementation of Vision and Change Principles Across Diverse Institutions
合作研究:从社区到实践:评估开放教育资源如何促进不同机构愿景和变革原则的实施
  • 批准号:
    2126110
  • 财政年份:
    2021
  • 资助金额:
    $ 3.67万
  • 项目类别:
    Standard Grant
Building Adaptability for Teaching Online through Peer-Reviewed, Active-Learning Resources and Professional Development
通过同行评审、主动学习资源和专业发展培养在线教学的适应性
  • 批准号:
    2044189
  • 财政年份:
    2021
  • 资助金额:
    $ 3.67万
  • 项目类别:
    Standard Grant
Collaborative Research: Exploring How Undergraduate Learning of Multifactorial Genetics Affects Belief in Genetic Determinism
合作研究:探索本科生多因素遗传学学习如何影响对遗传决定论的信仰
  • 批准号:
    1914965
  • 财政年份:
    2020
  • 资助金额:
    $ 3.67万
  • 项目类别:
    Standard Grant
Development of the Biology Lab Inventory of Critical Thinking for Ecology (Eco-BLIC)
生态学批判性思维生物学实验室清单 (Eco-BLIC) 的开发
  • 批准号:
    1909602
  • 财政年份:
    2019
  • 资助金额:
    $ 3.67万
  • 项目类别:
    Standard Grant
Collaborative Research: Expanding a National Network for Automated Analysis of Constructed Response Assessments to Reveal Student Thinking in STEM
合作研究:扩大构建反应评估自动分析的国家网络,以揭示学生在 STEM 中的思维
  • 批准号:
    1912077
  • 财政年份:
    2018
  • 资助金额:
    $ 3.67万
  • 项目类别:
    Continuing Grant
Collaborative Research: A Community of Enhanced Assessment Facilitates Reformed Teaching
协作研究:增强评估社区促进教学改革
  • 批准号:
    1347578
  • 财政年份:
    2013
  • 资助金额:
    $ 3.67万
  • 项目类别:
    Standard Grant
Catalyzing Institutional Change Through Synergistic Observation and Professional Development Programs
通过协同观察和专业发展计划促进制度变革
  • 批准号:
    1347577
  • 财政年份:
    2013
  • 资助金额:
    $ 3.67万
  • 项目类别:
    Standard Grant
Collaborative Research: Expanding a National Network for Automated Analysis of Constructed Response Assessments to Reveal Student Thinking in STEM
合作研究:扩大构建反应评估自动分析的国家网络,以揭示学生在 STEM 中的思维
  • 批准号:
    1322851
  • 财政年份:
    2013
  • 资助金额:
    $ 3.67万
  • 项目类别:
    Continuing Grant
Collaborative Research: Navigating from Vision to Change with Bio-MAPS
合作研究:利用 Bio-MAPS 从愿景转向变革
  • 批准号:
    1322556
  • 财政年份:
    2013
  • 资助金额:
    $ 3.67万
  • 项目类别:
    Standard Grant

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