TUES: Use of Video Production to Promote Collaborative Learning and Higher Level Cognitive Understanding in an Introductory Life Science Curriculum

在这个项目中，加州大学洛杉矶分校的学生被选中参加一系列3个研讨式的课程，每个季度一个，作为生命科学导论讲座和讨论课程的补充。在课堂上，学生小组学习制作关于进化生物学中社会感兴趣的主题的短纪录片，这些主题是他们在文献中研究过的，并通过与加州大学洛杉矶分校教师专家的对话进行研究。与对照组相比，他们在高级认知掌握方面的进步有望提高他们的学业成就，并促进他们在生命科学专业的学习。学生是从STEM学科中被认为代表性不足的学生中挑选出来的，这些学生经历过生活挑战。这些学生特别容易放弃STEM专业，所以这个项目的成功具有广泛的影响。此外，在来自戏剧、电影和电视背景的研究生辅导员的帮助下，合作开发的视频产品将展示给加州大学洛杉矶分校其他学科的学生和中学生。因此，这个项目具有不同寻常的广泛影响。

In this project students at UCLA are selected to enroll in a series of 3 seminar-style classes, one in each quarter, supplementary to their Introductory Life Science lecture and discussion course. In the classes, teams of students learn to produce short documentary videos on topics of societal interest in evolutionary biology, which they have researched in the literature and through conversations with experts on the UCLA faculty. Their improvement in high-level cognitive mastery compared to a matched control group is expected to increase their academic success and foster their retention in life science majors. Students are chosen from among those identified as underrepresented in STEM disciplines and who have experienced life challenges. Such students are particularly susceptible to abandoning STEM majors, so success in this program has a broad impact. In addition, the video products, developed collaboratively and with the help of graduate-student facilitators from theater, film, and television backgrounds, are shown to UCLA students majoring in other disciplines and to middle-school students. This project thus has an unusually broad impact.