Collaborative Research: BIO IUSE Ideas Lab: Supporting Faculty in Quantitative Undergraduate Biology Education and Synthesis (QUBES)

合作研究：BIO IUSE 创意实验室：支持教师进行定量本科生物学教育和综合（QUBES）

• 批准号: 1446284
• 负责人: Stith Gower
• 金额: $ 22.36万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-15 至 2015-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1446284&HistoricalAwards=false
• 关键词: Collaborative; Research; BIO; IUSE; Ideas

With funding from the National Science Foundation's Improving Undergraduate STEM Education (IUSE) program, this project addresses the Nation's growing need to better prepare undergraduate biologists with the quantitative and computational skills needed to be successful in the workplace or in graduate school. The full integration of mathematical reasoning skills into undergraduate biology classrooms has been challenging, in part, because of the rapid pace of change in many biological disciplines and an academic reward system that often overlooks pedagogical development and research.The Supporting Faculty in Quantitative Undergraduate Biology Education and Synthesis (QUBES) project involves five interdependent initiatives that promote the integration of quantitative and computational skills across the biological sciences curriculum. The project is building on the investments of existing communities by coordinating the efforts and resources of diverse groups that are already involved in quantitative biology education reform. This approach allows QUBES to amplify the strengths of organizations like professional societies and specialized curriculum projects while streamlining the communications and coordination required to grow broader community of reform-minded faculty educators in quantitative biology (QB). Mentoring networks will be used to support faculty understanding and classroom implementation of specific quantitative biology concepts and teaching strategies. These mentoring networks will be led by teams containing both quantitative and pedagogical expertise and will serve spatially distributed groups of instructors who share a common interest in reforming their current teaching practices. Participating instructors will disseminate resources within their own institutions, organize new mentoring networks, and take leadership roles in their professional societies. The products from these collaborations will be captured as part of the QUBES Hub, a virtual environment providing professional support activities and access to curriculum resources for all QB educators. In order to address the challenges of documenting teaching scholarship, the QUBES project is also piloting a system for describing and tracking faculty contributions to the QB education community. This high-risk, but potentially transformative, initiative to develop meaningful metrics of teaching scholarship could have a long term impact on academic reward systems across diverse institution types. By strengthening QB research and development tools, the project is enriching the discipline and catalyzing long-term academic cultural change across STEM education. Finally, the collaborative is studying and disseminating what they learn about the effectiveness of this educational reform effort. This research will take a systems approach to characterize effective interventions and barriers to change within the complex landscape of factors influencing the success of educational reform. The efficient execution and management of a project with this level of complexity requires thorough and ongoing evaluation. The project team is embedding data collection systems throughout project activities as a means to track progress in near real time, manage resources effectively, and maintain clear communication across connected project components. The QUBES approach to implementation, research, and development promises to have a significant impact on QB education across the nation and, more generally, to inform systemic STEM education reform efforts.This project is funded jointly by the Directorate for Biological Sciences and the Directorate of Education and Human Resources, Division of Undergraduate Education in support of efforts to address the challenges posed in Vision and Change in Undergraduate Education: A Call to Action http://visionandchange.org/finalreport/

随着国家科学基金会改善本科STEM教育（IUSE）计划的资助，该项目解决了该国日益增长的需求，以更好地准备本科生物学家，并在工作场所或研究生院取得成功所需的定量和计算技能。 将数学推理能力全面整合到本科生物学课堂上，部分原因是，由于许多生物学学科的变化和经常忽视教学的发展和研究的学术奖励系统的变化迅速，因此支持定量的教师。定量的教师的量化本质的生物学教育和综合量涉及相互依赖的量化的量化，以促进相互依赖的量化，以促进相互依赖的量化量科学课程。该项目通过协调已经参与定量生物学教育改革的各种群体的努力和资源来基于现有社区的投资。这种方法使Qubes可以放大专业社会和专业课程项目等组织的优势，同时简化了发展定量生物学（QB）的更广泛的改革教师教育者所需的沟通和协调。指导网络将用于支持教师理解和课堂实施特定的定量生物学概念和教学策略。这些指导网络将由包含定量和教学专业知识的团队领导，并将为在改革当前的教学实践中具有共同兴趣的空间分布的教练组服务。参与的讲师将在自己的机构中传播资源，组织新的指导网络，并在其专业社会中扮演领导角色。这些合作的产品将作为Qubes Hub的一部分捕获，这是一个虚拟环境，为所有QB教育者提供专业支持活动并访问课程资源。为了解决记录教学奖学金的挑战，Qubes项目还在试行一个系统，用于描述和跟踪QB教育社区的教师贡献。这项高风险但具有变革性的倡议旨在开发有意义的教学奖学金指标，可能会对各种机构类型的学术奖励系统产生长期影响。通过加强QB研发工具，该项目正在丰富学科，并催化整个STEM教育的长期学术文化变革。最后，该协作正在研究和传播他们对这项教育改革努力的有效性的了解。这项研究将采用一种系统方法来表征有效的干预措施和障碍，以改变影响教育改革成功的因素的复杂景观。具有这种复杂性水平的项目的有效执行和管理需要彻底和持续的评估。项目团队正在整个项目活动中嵌入数据收集系统，以此作为实时跟踪进度，有效管理资源并在连接的项目组件之间保持清晰沟通的一种手段。 The QUBES approach to implementation, research, and development promises to have a significant impact on QB education across the nation and, more generally, to inform systemic STEM education reform efforts.This project is funded jointly by the Directorate for Biological Sciences and the Directorate of Education and Human Resources, Division of Undergraduate Education in support of efforts to address the challenges posed in Vision and Change in Undergraduate Education: A Call to Action http://visionandchange.org/finalreport/