Teaching Ethical, Experimental, and Quantitative (TEEQ) Biology through Problem-Based Writing with Peer Review

本项目采用了加州大学洛杉矶分校（UCLA）开发的校准同行评议（CPR）过程，作为提高本科生对生物学实验方法和定量方法的理解的一种机制。学生会看到一个问题和背景信息，然后写下来。然后，在教师的指导性问题帮助学生展示作为评审员的能力后，该程序会提供三份同行文档供学生评审。学生回答指导性问题并打分。最后，学生进行自我检讨。学生的成绩是基于写作和复习。一个新的CPR系统跟踪作业作者和版本，以表彰分享和改进写作作业的贡献者。普渡大学的项目将新的基于问题的写作作业与同行评议结合到大一课程生物学131中，以帮助学生将他们所学的知识与当前和历史的研究工作联系起来。生物学问题也被纳入到统计学301课程的同行评议写作作业中，以帮助学生了解生物科学中的新知识是如何积累的，以及必须考虑哪些伦理约束，例如预测研究中动物的预期数量。这个专题帮助学生学习生物学的实验和定量方面是如何沿着沿着历史连续体发生变化的，并介绍统计技能（实验/抽样设计，单因素方差分析与多重比较测试，变异性和标准差，置信区间，P值，有效数字的使用和检查结果分析的假设）在一个新的方式和方式结盟的学生在生物学的兴趣。 从学生的知识和态度以及对技能和能力的自我认识方面对成果进行评估是这项工作的一个重要组成部分，因为开发和完善所使用的工具将增加关于如何确定这类项目成果的知识。更广泛的影响：随着能力的建设，扩大，使教师可以分享，批评和改进CPR作业，有关生物学的内容和定量方面的多样性问题也正在调查。该项目的目标是在项目期间参加BIOL 131和STAT 301课程的所有学生（每年超过1300名学生）。学生定期使用参与者感知量表（PPI），这是一种旨在测量学生对研究的伦理，实验和定量方面的知识（认知维度），经验（行为维度）和信心（情感维度）的感知的问卷。 也正在测试的是预测，如果一个学生离开生物学课程，对生物科学研究的重要方面的信心增加，他们做研究的兴趣将增加。研究生和本科生助教也参加了这一跨学科项目（生物学和统计学），以提高他们在生物学和统计学方面的基本沟通技能。

This project adapts the Calibrated Peer Review (CPR) process, developed at the University of California at Los Angeles (UCLA), as a mechanism for increasing undergraduate student understanding of experimental methods and quantitative approaches in biology. The student is presented with a problem and background information and then writes about it. Then, after guiding questions from faculty help the student demonstrate competence as a reviewer, the program delivers three peer documents for the student to review. The student answers guiding questions and assigns scores. Finally, the student does a self-review. The student's grade is based on both writing and reviewing. A new CPR system tracks assignment authors and versions to give credit to contributors who share and improve writing assignments. The Purdue project incorporates new problem-based writing assignments with peer review into the freshman course, Biology 131, to help students connect what they learn to both current and historical research endeavors. Biological problems are also being incorporated with writing assignments for peer review in the Statistics 301 course to help students understand how new knowledge accumulates in the biosciences and what ethical constraints such as predictions of the expected number of animals for a research study must be consideredIntellectual Merit: This project helps students learn how experimental and quantitative aspects of biology have changed along a historical continuum and introduces statistical skills (experimental/sampling design, one way ANOVA with multiple comparisons tests, variability and standard deviation, confidence intervals, P-values, use of significant figures and checking the assumptions underlying analysis of results) in a novel way and in a manner allied to student interests in biology. The assessment of outcomes in terms of student knowledge and attitudes and self perception of skills and abilities is an important component of this work, as development and refinement of the instruments used will add to knowledge about how to determine outcomes of projects such as this. Broader Impact: As capacity is built for scaling-up so that faculty can share, critique, and improve CPR assignments, diversity issues relating to the content and quantitative aspects of biology are also being investigated. The project targets all students taking BIOL131 and STAT301 courses (over 1300 students annually) over the project term. The students periodically use a Participant Perception Inventory (PPI), a questionnaire designed to measure student perception of knowledge (cognitive dimension), experience (behavioral dimension), and confidence (affective dimension) about ethical, experimental, and quantitative aspects of research. What is also being tested is the prediction that if a student leaves a biology course with increased confidence about important aspects of bioscience research, their interest in doing research will increase. Graduate and undergraduate teaching assistants are also participating in this interdisciplinary project (biology and statistics) to improve their basic communication skills in both biology and statistics.