MARC Curriculum Improvement Implementation - Phase II

MARC 课程改进实施 - 第二阶段

• 批准号: 7870533
• 负责人: Denise Garcia
• 金额: $ 13.09万
• 依托单位: CALIFORNIA STATE UNIVERSITY SAN MARCOS
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-07-14 至 2011-07-13
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7870533
• 关键词: Algorithms; Area; Behavioral Sciences; Biochemistry; Biological; Biology; Biomedical Research; Biophysics; CCL7 gene; Calculi; Chemistry; Communities; Computational Science; Confidential Information; Data; Discipline; Education; Educational Curriculum; Educational process of instructing; Educational workshop; Electronics; Elements; Enrollment; Ensure; Evaluation; Faculty; Fostering; Funding; Goals; Grant; Health; Human Resources; Interdisciplinary Study; Joints; Journals; Knowledge; Language; Location; Manuscripts; Mathematics; Measurable; Methods; Minor; Minority; Mission; Modeling; Outcome; Performance; Phase; Philosophy; Physics; Population Growth; Printing; Psychology; Public Health; Recommendation; Research; Research Design; Research Personnel; Research Project Grants; Research Training; Resources; Science; Strategic Planning; Students; Techniques; base; career; college; computer science; design; empowered; experience; instrument; organizational structure; physical science; programs; skills; success; symposium

State the application's broad, long-term objectives and specific aims, making reference to the health relatedness of the project (i.e., relevance to the mission of the agency). Describe concisely the research design and methods for achieving these goals. Describe the rationale and techniques you will use to pursue these goals. In addition, in two or three sentences, describe in plain, lay language the relevance of this research to public health. If the application is funded, this description, as is, will become public information. Therefore, do not include proprietary/confidential information. DO NOT EXCEED THE SPACE PROVIDED. Cutting edge scientific research often flourishes along the intersections of traditional scientific disciplines. Nowhere is this more evident than along the boundaries of mathematics, computer science, and the biological and physical sciences. Twenty-first century Biology depends increasingly on data, algorithms, and models; in virtually every aspect, it is becoming more quantitative (Q), more computational (C), and more mathematical. Our proposal is based on the philosophy that Q&C skills are best mastered when they are used repeatedly in different areas of biological and behavioral sciences. Our plan makes Q&C a common thread that is woven throughout the undergraduate curriculum. This repeated exposure will enable students to appreciate how pervasive Q&C is throughout the sciences and will result in greater ability and comfort of students to apply these skills in new situations. All elements of our Phase II proposal originated from findings and recommendations of the Q&C Science Steering Committee as a result of Phase I activities. The Committee consisted of one tenured/tenure-track faculty from each of the six participating departments (Biology, Chemistry/Biochemistry, Computer Science, Mathematics, Physics, and Psychology). The CSUSM MARC Phase II Program has six major goals that include: 1. Implement a modern, interdisciplinary Q&C curriculum that prepares undergraduate science majors for the challenges and careers in the 21st century, 2. Empower all science majors to be scientific problem solvers through the use of appropriate Q&C knowledge and skills, 3. Ensure smooth articulation of Q&C-enhanced lower-division science and math courses between the local community colleges and CSUSM, 4. Enhance the Q&C sophistication of MARC Scholars in their coursework and research, 5. Foster interdisciplinary teaching and research projects among math, computer science, and science faculty, 6. Disseminate successful curricular changes. Our approach is comprehensive, introducing Q&C skills in large-enrollment introductory courses in mathematics, chemistry, physics, and biology, and progressing all the way into special-topics senior courses. Our plan ensures sustainability and improvement in Q&C integration well after the 5-year funding period. Our Evaluation Plan provides measurable objectives and assessment criteria for each project goal using formative and summative evaluation. The national MARC Phase II Program's goal and the CSUSM strategic plan are in excellent alignment. The regional minority population growth, the campus commitment to diversity, the success of the current MARC Program and the Phase I Planning Project, the pedagogical expertise of our faculty, the experience of the program director, the existing MBRS SCORE, RISE, and Bridges Programs, and new science buildings equipped with modern scientific instruments and powerful instructional resources collectively make CSUSM an ideal location to operate a successful MARC Phase II Program. PERFORMANCE

说明应用程序的广泛、长期目标和具体目标，并提及与健康相关的 项目(即与该机构使命的相关性)。简明扼要地描述实现这些目标的研究设计和方法。描述 你将用来追求这些目标的基本原理和技术。 此外，用两三句简单明了的话描述这项研究与公共卫生的相关性。如果应用程序得到资助，则此 原样的描述将成为公开信息。因此，不包括专有/机密信息。不要超过空格 但前提是。 尖端科学研究往往沿着传统科学学科的交叉点蓬勃发展。 这一点在数学、计算机科学和 生物和物理科学。21世纪的生物学越来越依赖于数据、算法和 模型；在几乎每个方面，它都变得更加量化(Q)、更加计算化(C)，以及更多 数学上的。我们的建议是基于这样一种理念，即当Q&C技能被掌握时，它们是最好的 在生物和行为科学的不同领域中反复使用。我们的计划让问答变得司空见惯 贯穿整个本科课程的主线。这种反复的接触将使学生 认识到Q&C在整个科学中是多么普遍，并将带来更大的能力和舒适性 让学生在新的情况下运用这些技能。我们第二阶段提案的所有要素都源于 Q&C科学指导委员会作为第一阶段活动的结果和建议。这个 委员会由六个参与系各一名终身教职/终身教职教师组成。 (生物、化学/生物化学、计算机科学、数学、物理和心理学)。CSUSM MARC第二阶段计划有六个主要目标，包括：1.实施现代的、跨学科的Q&C 为本科生理科专业准备迎接21世纪的挑战和职业的课程，2. 通过使用适当的Q&C知识，使所有理科专业的学生成为科学问题的解决者 和技能，3.确保Q&C增强的低级科学和数学课程的顺畅衔接 在地方社区学院和CSUSM之间，4.提高MARC学者的问答能力 在他们的课程和研究中，5.在数学、 计算机科学和科学学院，6.传播成功的课程改革。我们的方法是 在大招生入门课程中全面介绍Q&C技能 物理和生物，并一路进步到特别主题的高级课程。我们的计划确保 在5年资助期后，质量与控制整合的可持续性和改进。我们的评估计划 为每个项目目标提供可衡量的目标和评估标准 终结性评价。国家MARC第二阶段计划的目标和CSUSM战略计划在 很好的对准。地区少数民族人口的增长，校园对多样性的承诺， 当前MARC计划和第一阶段规划项目的成功，我们的教学专业知识 教师、项目主管的经验、现有的MBRS分数、RISE和Bridges项目， 和配备了现代科学仪器和强大教学资源的新科学大楼 共同使CSUSM成为成功运行MARC第二阶段计划的理想地点。 性能