A Faculty Development Model for Transforming a Department's Laboratory Curriculum with Course-Based Undergraduate Research Experiences

Autor/inn/en	McDonald, Kelly K.; Martin, Allison R.; Watters, Cody P.; Landerholm, Thomas E.
Titel	A Faculty Development Model for Transforming a Department's Laboratory Curriculum with Course-Based Undergraduate Research Experiences
Quelle	In: Journal of College Science Teaching, 48 (2019) 3, S.14-23 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Undergraduate Students; Scientific Research; Science Instruction; Science Laboratories; College Faculty; Student Attitudes; Biology; Majors (Students); Communities of Practice; Environmental Education; Environmental Influences; Educational Change; Curriculum Development; Summer Programs; Barriers; Faculty Development; Program Descriptions; Research Skills; Laboratory Experiments + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fakultät; Schülerverhalten; Biologie; Community; Umweltbildung; Umwelterziehung; Umweltpädagogik; Environmental influence; Umwelteinfluss; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sommerkurs; Forschungsleistung; Laboratory work; Laborarbeit
Abstract	Many studies illustrate the positive influences of undergraduate research experiences on student learning, attitudes, and retention in the sciences. At our institution, over 90% of the biology majors surveyed reported a desire to participate in undergraduate research, but only 3% per year have the opportunity to work in a traditional faculty-mentored setting. To address this discrepancy, the Department of Biological Sciences is redesigning 12 existing laboratory courses using the principal design elements of course-based undergraduate research experiences. The redesigned courses will span the entire curriculum and provide over 1,700 majors and premajors repeated experiences working on a real scientific problem--human impacts on the American River Ecosystem. We are using a multiyear Faculty Learning Community (FLC) to train and support faculty as they develop, implement, and peer review the research-based laboratory courses. In this article, we describe (a) our strategy for recruiting and engaging faculty to participate in the program, (b) the primary FLC activities with early evaluation data, and (c) lessons learned from the experience and plans for expanding the program across other disciplines and campuses. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01