Advancing the Introductory Biology Experience

推进生物学入门经验

• 批准号: 1855255
• 负责人: Anna Hiatt
• 金额: $ 4.96万
• 依托单位: University of Nebraska-Lincoln
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-15 至 2021-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1855255&HistoricalAwards=false
• 关键词: Advancing; Introductory; Biology; Experience

With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), this project aims to serve the national interest of supporting improved teaching and learning in Introductory Biology courses. This project intends to support a 3-day conference to bring together key decision-makers, stakeholders, and undergraduate introductory biology instructors. It aims to foster collaborative relationships and take actions necessary to advance the introductory biology experience for all undergraduate students. Results from a recent survey found that even among National Association of Biology Teachers (NABT) membership, adoption of policies and practices that promote three-dimensional learning are severely lacking. In addition, precollege students taking introductory biology (e.g. Advanced Placement) courses are more likely to be exposed to contemporary pedagogies than current undergraduates, suggesting a disconnect between college-readiness and college reality. The proposed conference seeks to identify ways to mitigate these issues and advance the introductory biology curriculum by focusing on a shared vision of the undergraduate introductory biology experience. This conference will purposefully include instructors from all settings, institutions, relevant organizations, and other stakeholders to create collaborations that will serve multiple purposes. The conference is intended to generate Research-Practice Partnerships to strengthen the introductory biology experience for all students by fostering new partnerships, leveraging resources, and creating shared experiences among practitioners, researchers, and other stakeholders. The project will incorporate specific strategies that have been demonstrated to promote learning, self-confidence, and interest in the sciences, especially among those students who are underrepresented in the sciences. These include High-Impact Practices (Association of American Colleges and Universities) as well as the integration of content and skills and interventions to deal with misconceptions. The project leadership team represents collaboration from the University of Nebraska-Lincoln, the University of Oklahoma, the NABT, and Northwestern Connecticut Community College. In addition, the project includes representatives of several additional stakeholder efforts in biology education, such as the Partnership for Undergraduate Life Science Education (PULSE) and the Science Education for New Civic Engagements and Responsibilities (SENCER). The NABT Introductory Biology Task Force, a group with roots in the Introductory Biology Project RCN-UBE, serves as the conference organizing committee. It includes stakeholders from additional institutions of higher education, a school district, and the Educational Testing Service. The conference will place participants into working groups based on pre-conference survey data. The groups will be given guidance for creating action plans with the overall goal of increasing successful implementation of standards that improve science practice skills in introductory biology. The project aims to engage 60 participants in the three-day conference hosted at the Howard Hughes Medical Institute Conference Center. It is expected that this work will result in a more unified vision for the Introductory Biology curriculum of the future, a strategic plan for implementing and designing this curriculum in any classroom and the formation of networks and collaborations among instructors, researchers, and other stakeholders. Ultimately, this project intends to implement a project that articulates a shared vision of biology education for the future, to outline a research-based model of Introductory Biology experiences focusing on how best to prepare biology students to meet that future, and to build a permanent communication network that connects and increases the number of individuals, projects, and organizations actively engaged in the reform of the Introductory Biology course. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students.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.

在NSF改善本科STEM教育计划的支持下：教育和人力资源（IUSE：EHR），该项目旨在为国家利益提供支持在入门生物学课程中改善教学和学习的国家利益。 该项目旨在支持为期3天的会议，以召集关键的决策者，利益相关者和本科生入门生物学讲师。 它旨在建立协作关系，并采取必要的行动，以推动所有本科生的生物学经验。 最近的一项调查结果发现，即使是全国生物学教师协会（NABT）成员资格，也严重缺乏促进三维学习的政策和实践。此外，与目前的大学生相比，接受入门生物学（例如高级展开）课程更有可能接触到当代教学法，这表明大学读取与大学现实之间存在脱节。 拟议的会议旨在确定减轻这些问题的方法，并通过关注本科生介绍性生物学经验的共同愿景来推进入门生物学课程。该会议将有目的地包括所有设置，机构，相关组织和其他利益相关者的讲师，以创建将有多种目的的合作。 该会议旨在建立研究实践伙伴关系，以通过促进新的合作伙伴关系，利用资源以及在从业者，研究人员和其他利益相关者之间创造共同的经验来增强所有学生的入门生物学经验。该项目将纳入已被证明旨在促进学习，自信和对科学的兴趣的特定策略，尤其是在科学中人数不足的学生中。其中包括高影响力的实践（美国大学和大学协会），以及内容，技能和干预措施的整合以应对误解。 项目领导团队代表内布拉斯加州林肯大学，俄克拉荷马大学，NABT和西北康涅狄格州社区学院的合作。 此外，该项目还包括生物学教育方面的其他几项利益相关者努力的代表，例如本科生生命科学教育（PULSE）的合作伙伴关系和新的公民参与和职责科学教育（Sencer）。 NABT入门生物学工作组是一个根源的生物学项目RCN-ube，是会议组织委员会。 它包括来自其他高等教育机构，学区和教育测试服务的利益相关者。会议将根据会议前调查数据将参与者置于工作​​组。 这些小组将获得制定行动计划的指导，其总体目标是增加成功实施标准，从而提高了科学实践技能的生物学技能。 该项目的目的是在霍华德·休斯医学院会议中心举行的为期三天的会议中与60名参与者互动。 预计这项工作将为未来的入门生物学课程提供更统一的愿景，这是一项战略计划，用于在任何教室中实施和设计该课程，以及在教师，研究人员和其他利益相关者之间建立网络和合作。 最终，该项目打算实施一个项目，该项目阐明了未来生物学教育的共同愿景，概述了一种基于研究的入门生物学体验模型，重点介绍了如何最好地准备生物学学生来满足未来，并建立一个永久的沟通网络，并建立一个连接和增加个人，项目，项目和组织的数量，从而积极参与入门课程的改革。 NSF IUSE：EHR计划支持研发项目，以提高所有学生的STEM教育的有效性。该奖项反映了NSF的法定任务，并且使用基金会的知识分子优点和更广泛的审查标准，被认为值得通过评估来提供支持。