Community College Anatomy and Physiology Education Research: Conducting Research Where It Ought to Be Done

Autor/inn/en	Jensen, Murray; Hull, Kerry; Hood, Suzanne; Lawford, Heather; Ross, Kyla; Gerrits, Ron; Ott, Betsy
Titel	Community College Anatomy and Physiology Education Research: Conducting Research Where It Ought to Be Done
Quelle	In: HAPS Educator, 24 (2020) 1, S.11-17 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-3806
Schlagwörter	Community Colleges; Two Year College Students; Educational Research; Evidence Based Practice; Anxiety; Self Efficacy; Teaching Methods; College Faculty; Student Centered Learning; Anatomy; Physiology; Teacher Researchers; Barriers; Mentors + Suchen Sie Ihr Suchwort? Community college; Community College; Bildungsforschung; Pädagogische Forschung; Angst; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Fakultät; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Anatomie; Physiologie; Lehrerforschung
Abstract	Evidence Based Instructional Practices (EBIPs) have been shown to increase student engagement in college classrooms. Education research conducted to date on the effectiveness of these EBIPs and their impact on students' has largely focused on four-year and research-intensive institutions, and community colleges represent a significant gap in the literature. The NSF-funded Community College Anatomy and Physiology Education Research (CAPER) project has attempted to narrow that knowledge gap through instruction, mentoring, and research support teams. To date, two cohorts of community college instructors (six participants each year) have participated in an online course on education research, which culminates in the completion of a research proposal. Participants receive coaching and mentorship through the development and implementation of their research projects at their respective institutions. Data collected to date measures the impact that each EBIP has on student anxiety and academic self-efficacy. The purpose of CAPER is not only to gather data on the EBIP implementation and effectiveness in community college classrooms, but also to gather data on long-lasting change in instructional methods used by community college instructors engaging in this research. Through this research, we are contributing to the body of literature that is currently lacking representation of community college populations. In addition, we are identifying tools and resources that may increase the likelihood that community college faculty will engage in student-centered learning techniques in their classrooms. (As Provided).
Anmerkungen	Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01