Developing Student Collaborations across Disciplines, Distances, and Institutions

Autor/inn/en	Knisley, Jeff; Behravesh, Esfandiar
Titel	Developing Student Collaborations across Disciplines, Distances, and Institutions
Quelle	In: CBE - Life Sciences Education, 9 (2010) 3, S.364-369 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.10-03-0031
Schlagwörter	Biomedicine; Biology; Interdisciplinary Approach; Curriculum Development; Biophysics; Cooperative Learning; Cooperative Planning; Student Projects; Models; Problem Based Learning; Mathematics Instruction; Science Instruction + Suchen Sie Ihr Suchwort? Biomedizin; Biologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Biophysik; Kooperatives Lernen; Schulprojekt; Analogiemodell; Problem-based learning; Problemorientiertes Lernen; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Because quantitative biology requires skills and concepts from a disparate collection of different disciplines, the scientists of the near future will increasingly need to rely on collaborations to produce results. Correspondingly, students in disciplines impacted by quantitative biology will need to be taught how to create and engage in such collaborations. In response to this important curricular need, East Tennessee State University and Georgia Technological University/Emory University cooperated in an unprecedented curricular experiment in which theoretically oriented students at East Tennessee State designed biophysical models that were implemented and tested experimentally by biomedical engineers at the Wallace H. Coulter Department of Biomedical Engineering at Georgia Technological University and Emory University. Implementing the collaborations between two institutions allowed an assessment of the student collaborations from before the groups of students had met for the first time until after they had finished their projects, thus providing insight about the formation and conduct of such collaborations that could not have been obtained otherwise. (Contains 2 tables.) (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10