RCN-UBE: Statistical Thinking in Undergraduate Biology (STUB) Network: A network for coordinating the teaching and assessment of statistical thinking in introductory biology

RCN-UBE：本科生物学统计思维 (STUB) 网络：协调生物学入门统计思维教学和评估的网络

基本信息

批准号：
2231701
负责人：
Karen McGaughey
金额：
$ 49.99万
依托单位：
California Polytechnic State University Foundation
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2022
资助国家：
美国
起止时间：
2022-04-01 至 2023-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2231701&HistoricalAwards=false
关键词：
RCN UBE Statistical Thinking Undergraduate

项目摘要

The practice of biology has transitioned over the last two decades to become increasingly reliant on quantitative approaches to drawing conclusions from data. Consequently, an introduction to both descriptive and inferential statistical thinking is now standard practice for the undergraduate biology course "Bio 101" - a course taken by over 1.2 million students in the U.S. annually. Despite the large numbers of students in introductory biology courses, there is a dearth of active discussion about teaching and assessment when integrating statistical thinking into biology courses. Recently, the statistics education community has established guidelines for assessment and instructional best practices when teaching statistics. Furthermore, there is a prominent movement to use modern, computationally-intensive statistical methods (simulation, randomization tests, and bootstrapping) that utilize active learning pedagogical strategies and have preliminary evidence of improving student learning. Despite these recent changes, there are limited venues to discuss and coordinate best practices for the teaching and assessment of statistical thinking for biology students - many of whom may never take an Introductory Statistics course or will take such a course at a very different time than their introductory biology course. To address these challenges, the Statistical Thinking in Undergraduate Biology (STUB) network will be formed, consisting of over 500 biology and statistics instructors. The network will directly impact over 100,000 students during the five-year period of the award, with many thousands impacted in the following years. With particular focus on a diverse set of institutions, backgrounds, and learning environments (e.g., institutions serving large numbers of underrepresented and underserved students, including two-year colleges), the project has the potential for effecting a substantial change in the content and focus of the teaching of statistical thinking in undergraduate biology across the country.As part of the network, participants will engage in workshops and an online learning community dedicated to the discussion and sharing of ideas, resources, and techniques. A key tangible outcome of the workshops and online learning community will be freely available, class-tested, and edited modules co-developed by biologists and statisticians for use in teaching statistical ideas. The STUB network will also serve to assist in coordinating the assessment of statistical thinking and student attitudes in introductory biology courses. The network will share best practices on assessment, vet potential assessment items, and share assessment results, as well as evaluate the efficacy of the workshops and the online learning community in improving instructor and student outcomes. The STUB network will provide a forum for serious and impactful discussions about teaching statistics in introductory biology courses, resulting in (a) the development and wide dissemination of numerous freely available modules and assessment items for teaching, (b) published peer-reviewed articles on teaching best practices and assessment results related to statistical thinking in undergraduate biology courses, (c) a long-lasting improvement in the teaching of statistical thinking in the undergraduate biology curriculum, and (d) introductory statistics courses reflecting the needs and perspective of biology (and other quantitative science) students.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/). This project is also co-funded by the Division of Molecular and Cellular Biosciences (MCB) in the BIO directorate and the Division of Mathematical Sciences (DMS) in the Directorate for Mathematical & Physical Sciences (MPS).

在过去的二十年中，生物学实践已经过渡，以越来越依赖于从数据中得出结论的定量方法。因此，对描述性和推论性统计思维的介绍现在是本科生物学课程“ Bio 101”的标准实践，这是美国每年超过120万学生参加的课程。尽管有大量的入门生物学课程的学生，但在将统计思维整合到生物学课程中时，仍缺乏关于教学和评估的积极讨论。最近，统计教育社区在教授统计学时制定了评估和教学最佳实践指南。此外，还有一个突出的运动，它使用现代计算密集的统计方法（模拟，随机测试和自举），利用主动学习教学策略并具有改善学生学习的初步证据。尽管最近发生了这些变化，但在讨论和协调生物学学生统计思维的最佳实践的场所有限 - 其中许多人可能永远不会参加统计学课程，或者在与他们的介绍性生物学课程截然不同的时间内参加此类课程。为了应对这些挑战，将形成本科生物学（Stub）网络中的统计思维，包括500多名生物学和统计讲师。该网络将在奖项的五年期间直接影响100,000多名学生，并在接下来的几年中受到数千个影响。特别关注各种各样的机构，背景和学习环境（例如，为大量代表性不足和服务不足的学生提供服务的机构（包括两年年级的大学），该项目有可能在整个国家的概念和参与统计研究中的统计思维教学的内容和参与者的参与者中的统计思维教学的内容实质性变化，并参与其中的工作。资源和技术。研讨会和在线学习社区的关键切实结果将是由生物学家和统计学家共同开发的，用于教学统计思想，可以免费获得，进行课堂测试和编辑的模块。存根网络还将有助于协调统计思维和学生态度的评估。该网络将分享有关评估，兽医潜在评估项目以及共享评估结果的最佳实践，并评估研讨会和在线学习社区在改善教师和学生成果方面的疗效。存根网络将为一个关于入门生物学课程中教学统计数据的认真和有影响力的讨论提供一个论坛，导致（a）（a）众多免费可用的模块和评估项目的发展和广泛传播，（b）发表同行评审的文章，涉及教学的最佳实践和评估结果，以统计研究的统计研究（c）（c）的统计研究（c）（c）（c）的统计研究（C）生物学课程和（d）入门统计课程，反映了生物学（以及其他定量科学）学生的需求和观点。该项目由生物学科学局（BEIO），生物学基础架构司，生物学基础设施司（BEIO）共同资助，以及在教育和人力资源（EHR）的努力下，以某种挑战的挑战，以某种挑战，以挑战一定程度地，以某种挑战，以至于他们努力促进了一部分，以至于一定程度地研究了一部分，以至于一部分努力，以某种努力，以某种努力的一部分，一部分，一部分，一部分，一部分，一部分，一部分，一部分，一部分，一部分，以某种挑战，以某种努力的一部分，以某种努力的一部分，一部分是一部分。生物学教育：行动呼吁（http：// visionandchange/finalreport/）。该项目还由生物和数学科学和数学科学局（DMS）的分子和细胞生物科学（MCB）划分在数学和物理科学局（MPS）中共同资助。