RCN-UBE: Biologists and Graph Interpretation: Professional development for an online curriculum to foster data literacy and value diverse identities

RCN-UBE：生物学家和图形解释：在线课程的专业开发，以培养数据素养和重视多元化身份

• 批准号: 2120679
• 负责人: Suann Yang
• 金额: $ 50万
• 依托单位: SUNY College at Geneseo
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-15 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2120679&HistoricalAwards=false
• 关键词: RCN; UBE; Biologists; Graph; Interpretation

Like other STEM disciplines, biology undergraduate students from historically excluded groups graduate at lower rates than their counterparts. To increase student persistence in biology, classrooms should promote student confidence and foster students’ sense of belonging. Specific strategies towards these goals include improving representation of diverse scientists in the curriculum and incorporating data interpretation skills, which are increasingly critical for student success in biology. However, faculty often lack the experience and resources to create curricula on their own that both highlight counter stereotypical scientists while also addressing complex data literacy skills. In this project, a Research Coordination Network of faculty participants will work collaboratively to create, revise, and disseminate the “Biologists and Graph Interpretation” curricular materials. Modules within the curriculum will teach students data literacy skills through an activity that highlights the work of a counter stereotypical scientist. Each module will also contain a video interview with that scientist and offer students a moment to reflect on diverse representation in biology. Curricular materials produced by network participants will cover both introductory and advanced topics, will include extensive instructor guidelines for classroom implementation, and will be available as open access resources on the Quantitative Undergraduate Biology Education and Synthesis Hub. To further facilitate dissemination of the curriculum, network participants will also lead workshops that guide faculty through the process of finding and incorporating a module into their course. The database of Biologists and Graph Interpretation modules will provide an accessible alternative to textbook resources that historically have not highlighted the work of counter stereotypical scientists. This project will create multiple faculty development opportunities within a supportive network as faculty generate, disseminate, and train others to use “Biologists and Graph Interpretation” curricular materials. To achieve this goal, online Faculty Mentoring Networks will first create, pilot, revise, and publish curricular materials on the Quantitative Undergraduate Biology Education and Synthesis Hub (QUBEShub). Next, workshops will train new faculty participants in the implementation of the curriculum. Participants will have the opportunity to take leadership roles in future iterations of Faculty Mentoring Networks and workshops. Throughout, participants can engage with and support one another via network-wide online activities and discussion boards. Partnerships established between this network and other initiatives will facilitate continued growth of this supportive faculty community. The efficacy of the network’s professional development will be assessed by monitoring faculty gains, while the impact of the curriculum will be assessed by measuring student outcomes. The diversity of scientists featured in the curriculum will also be quantified relative to standard textbooks. With more diverse representation and deliberate integration of data literacy skills in biology courses, all students are expected to have a greater sense of belonging as well as an increased confidence in the biology classroom. This project is funded by the Directorate for Biological Sciences, Division of Biological Infrastructure as part of efforts to address the challenges posed in Vision and Change in Undergraduate Biology Education: A Call to Action (http://visionandchange/finalreport/).This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

与其他STEM学科一样，来自历史上被排斥群体的生物学本科生的毕业率低于同行。为提高学生对生物学的坚持性，课堂应促进学生的信心和培养学生的归属感。实现这些目标的具体策略包括提高不同科学家在课程中的代表性，并将数据解释技能，这对学生在生物学方面的成功越来越重要。然而，教师往往缺乏经验和资源来自行创建课程，既强调反刻板印象的科学家，同时也解决复杂的数据素养技能。在这个项目中，教师参与者的研究协调网络将协同工作，以创建，修订和传播“生物学家和图形解释”课程材料。课程中的模块将通过一项突出反陈规定型科学家工作的活动来教授学生数据素养技能。每个模块还将包含与该科学家的视频采访，并为学生提供一个时刻来反思生物学中的多样性。网络参与者制作的课程材料将涵盖入门和高级主题，将包括课堂实施的广泛教师指南，并将作为定量本科生物学教育和综合中心的开放获取资源。为了进一步促进课程的传播，网络参与者还将领导讲习班，指导教师完成寻找和将模块纳入课程的过程。生物学家数据库和图表解释模块将提供一个可访问的替代教科书资源，历史上没有强调反陈规定型科学家的工作。该项目将在一个支持性网络中创造多个教师发展机会，教师生成，传播和培训其他人使用“生物学家和图形解释”课程材料。为了实现这一目标，在线教师辅导网络将首先创建，试点，修订和发布课程材料的定量本科生物学教育和综合枢纽（QUBEShub）。接下来，讲习班将培训新的教员参与课程的实施。参与者将有机会在教师指导网络和研讨会的未来迭代中发挥领导作用。在整个过程中，参与者可以通过全网络的在线活动和讨论板相互参与和支持。这个网络和其他举措之间建立的伙伴关系将促进这个支持教师社区的持续增长。网络的专业发展的功效将通过监测教师的收益进行评估，而课程的影响将通过测量学生的成果进行评估。课程中科学家的多样性也将相对于标准教科书进行量化。随着生物学课程中数据素养技能的更多样化的表现和故意整合，所有学生都有望在生物课堂上有更大的归属感和更大的信心。该项目由生物基础设施部生物科学理事会资助，作为应对本科生物学教育中的愿景和变革所带来的挑战的努力的一部分：行动呼吁（http：//visionandchange/finalreport/）。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的知识价值和更广泛的影响审查标准进行评估来支持。