RCN-UBE Incubator: Designing an Infrastructure and Sustainable Learning Community for Integrating Data-Centric Teaching Resources in Undergraduate Biology Education

这个RCN-UBE孵化器网络寻求解决面临的挑战，有价值的使用真实的研究数据，教生物学概念。探索真实的科学数据可以帮助学生发展定量分析技能，并理解核心生物学概念的真实世界背景。这些方法为本科STEM教育提供了高影响力的学习体验，可以提高所有学生的保留率和学业成绩，包括那些来自代表性不足和服务不足群体的学生。生物研究数据作为一种公共资源，在收集、共享和发现方面取得了很大进展。然而，在分享和调整这些资源以适应教学形式方面的限制仍然是在课堂上广泛传播和采用的障碍。这些资源的开发和出版是开放教育资源（OER）生命周期的第一步，教师随后根据他们的课堂环境发现、实施和丰富这些资源。该网络将通过设计一个大规模共享和适应以数据为中心的集合的社区框架，确定克服开发阶段后课程周期差距的原因和机制。鉴于各种研究和监测数据集的迅速增加和可用性，正在出现解决这一差距的需要。增加以数据为中心的资源的可用性还将促进批判性思维、沟通和定量技能，这些技能是课堂成功、STEM劳动力和知情公民的科学素养的关键技能。该网络将由信息科学和OER模式方面的专家、经验丰富的教育资源开发人员、教师发展、多样性和包容性方面的领导者，以及对在课堂上应用数据教学方法感兴趣的本科教师组成。这些不同的利益相关者将合作建立一个工作模型，以维持一个技术和社会社区，专注于以生物学数据为中心的教学的新兴方法和资源。通过研讨会和一系列在线会议，该网络将(1)定义与以数据为中心的教学法相关的不同利益相关者的需求和挑战，(2)探索社会技术解决方案，以创建一个虚拟空间的愿景，促进OER模式，并确定教师和模块提供商在虚拟空间中持续投资的必要激励措施。(3)从概念上将讨论综合成一份报告，该报告将作为扩大和发展网络的框架。该网络的目标是进一步阐明障碍，并产生克服这些障碍的机制，以广泛传播高影响力的以数据为中心的生物学教学方法。该项目由生物基础设施司生物科学理事会（BIO）和教育和人力资源理事会（EHR）本科教育司共同资助，作为其应对《本科生物学教育的愿景与变革：行动呼吁》（http://visionandchange/finalreport/）所提出的挑战的努力的一部分。

This RCN-UBE incubator network seeks to address challenges facing the valuable use of authentic research data to teach biological concepts. Exploring real scientific data helps students develop quantitative skills and understand the real-world context for core biological concepts. These methods provide high-impact learning experiences in undergraduate STEM education, which can increase retention and academic achievement for all students, including those from underrepresented and underserved groups. A great deal of progress has been made in the collection, sharing, and discoverability of biological research data as a public resource. However, limitations in sharing and adapting these resources to formats for teaching remains a barrier to wide dissemination and adoption in the classroom. The development and publication of these resources represent the first step in the open educational resources (OER) life cycle, where instructors then find, implement, and enrich these resources based on the context of their classrooms. This network will identify causes and mechanisms to overcome the gap in the curriculum cycle after the development stage by designing a community framework for the large-scale sharing and adaptation of data-centric collections. There is an emerging need to address this gap given the rapid increase and availability of diverse research and monitoring datasets. Increasing the availability of data-centric resources will also promote critical thinking, communication, and quantitative skills, which are key skills for classroom success, for the STEM workforce, and for science literacy in an informed citizenry. The network will be composed of experts in information science and the OER model, experienced educational resource developers, leaders in faculty development, diversity, and inclusion efforts, and undergraduate instructors with interests in applying teaching approaches with data in the classroom. These diverse stakeholders will collaborate to build a working model for sustaining a technological and social community focused on emerging approaches and resources for biology data-centric teaching. Through a workshop and a series of online meetings this network will (1) define the needs and challenges of different stakeholders associated with data-centric pedagogy, (2) explore social-technological solutions in order to create a vision of a virtual space that would promote the OER model, and to identify necessary incentives for sustained investment by faculty and module providers in the virtual space, and (3) conceptually synthesize discussions into a report which will serve as the framework for an expanding and evolving network. The goal of this network is to further elucidate barriers and generate mechanisms to overcome these barriers to wide-dissemination of high-impact data-centric teaching pedagogies in biology. This project is being jointly funded by the Directorate for Biological Sciences (BIO), Division of Biological Infrastructure, and the Directorate for Education and Human Resources (EHR), Division of Undergraduate Education as part of their efforts to address the challenges posed in Vision and Change in Undergraduate Biology Education: A Call to Action (http://visionandchange/finalreport/).