Targeted Infusion Project: Transforming Biology Laboratory Learning by the Development, Deployment and Assessment of evidenced-based research and learning (EBRL) experiences

历史上的黑人学院和大学本科生计划（HBCU-UP）通过有针对性的输液项目支持开发，实施和基于证据的创新模式和方法的研究，以提高HBCU本科生的准备和成功，使他们可以追求STEM研究生课程和/或职业。该项目在亚拉巴马州立大学将重新设计介绍生物实验室的学习经验，通过整合循证研究和学习（EBRL）的经验到现有的第一年课程。这项活动将对学生的保留，坚持和毕业部门产生重大影响，并作为ASU和其他HBCU的其他STEM部门的典范。 该项目的重点是改变第一年的入门生物实验室课程，提高ASU的STEM教育质量，从而形成生物实验室新的研究密集型教学课程。将整合循证研究和学习（EBRL）的经验，通过改善生物实验室学习的网络基础设施和教学技术，增加创新信息技术和学习的使用。该项目的总体目标将通过以下方式实现：1）提供最前沿的循证教学和研究，以改善看门人课程中的生物学入门课程; 2）为来自服务不足人群的大一和大二学生提供有效的指导，培训和最先进的研究经验; 3）提升生物学入门实验室的教学和研究基础设施。这些目标的实施和定期的外部和内部评估将吸引和维持代表性不足的少数民族学生到生物科学和改善他们的整体本科学习experiences.This奖项反映了NSF的法定使命，并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。

The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) through Targeted Infusion Projects supports the development, implementation, and study of evidence-based innovative models and approaches for improving the preparation and success of HBCU undergraduate students so that they may pursue STEM graduate programs and/or careers. The project at Alabama State University will re-design the introductory biology laboratory learning experience by integrating an evidenced-based research and learning (EBRL) experiences into the existing first-year courses. This activity will have a significant impact on student retention, persistence and graduation in the department and serve as a model for other STEM departments at ASU and other HBCUs. This project focuses on transforming the first-year introductory biology laboratory course curriculum and enhancing the quality of STEM education at ASU, leading to the formation of a new research-intensive teaching curriculum in biology laboratories. The evidenced-based research and learning (EBRL) experiences will be integrated to augment the use of innovative information technology and learning by improving cyber-infrastructure and instruction technology for biology laboratory learning. The overall goals of this project will be achieved by 1) providing cutting edge evidenced-based teaching and research to improve the introductory biology curriculum in gatekeeper courses; 2) providing effective mentoring, advisement, and state of the art research experiences for freshmen and sophomore level students from underserved populations; and 3) upgrade teaching and research infrastructure in the introductory biology laboratories. The implementation and periodic external and internal evaluation of these objectives will attract and sustain underrepresented minority students to the biological sciences and improve their overall undergraduate learning experiences.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.