Advances in biology laboratory education : publication of the .... Conference of the Association For Biology Laboratory Education (ABLE). Association for Biology Laboratory Education. Workshop/Conference最新文献_第4页

Add your information, graphs and images to this section. Biology 299 is a required one-semester, two-credit independent research and methods course for students seeking an A.S. in Science. Biweekly class meetings focus on • research design • experimental iteration • analysis • interpretation • communication Students design and conduct an authentic research project with guidance from a faculty mentor. Other students and faculty and laboratory staff form a community of practice and provide support and feedback. The semester concludes with a celebratory lunch and poster session open to the college community. Research projects span a wide range of questions, with several common features: the answers are not known, the cost of the project is low, and the experimental phase can be completed in eight to ten weeks.

将您的信息、图表和图像添加到此部分。生物学299是一门为期一个学期，两学分的独立研究和方法课程，是为寻求理科学士学位的学生开设的。两周一次的课堂会议集中在研究设计、实验迭代、分析、解释、交流等方面。学生在导师的指导下设计并进行一个真实的研究项目。其他学生、教师和实验室工作人员组成一个实践社区，并提供支持和反馈。本学期以庆祝午餐和向大学社区开放的海报活动结束。研究项目涉及的问题范围很广，有几个共同的特点:答案未知，项目成本低，实验阶段可以在8到10周内完成。

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引用次数: 0

Thousands of undergraduates present hypothetical research projects at judged poster sessions:How to do it! 成千上万的大学生在评议的海报会议上提出假设的研究项目:如何做到这一点!

Advances in biology laboratory education : publication of the .... Conference of the Association For Biology Laboratory Education (ABLE). Association for Biology Laboratory Education. Workshop/Conference

Pub Date : 2023-01-01 DOI: 10.37590/able.v43.abs34

引用次数: 0

Creating meaningful professional development opportunities for teaching assistants facilitatingcourse-based undergradaute research experiences (CUREs) 为助教创造有意义的专业发展机会，促进以课程为基础的本科生研究经历(CUREs)

Advances in biology laboratory education : publication of the .... Conference of the Association For Biology Laboratory Education (ABLE). Association for Biology Laboratory Education. Workshop/Conference

Pub Date : 2023-01-01 DOI: 10.37590/able.v43.art12

Ph.D Amie M. Kern, Ph.D Jeffrey T. Olimpo

Current national efforts to reform postsecondary laboratory education have emphasized the incorporation of authentic research opportunities into science, technology, engineering, and mathematics (STEM) curricula. Within the last decade, course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to achieve this goal. Evidence within the biology education literature suggests that student engagement in CUREs has the potential to positively impact their development of scientific inquiry and process skills, content knowledge, and affect in the domain. While the majority of studies have focused on student outcomes, few studies have examined instructor outcomes in CURE learning environments. This is especially true for graduate and undergraduate teaching assistants (GTAs/UTAs), who are frequently tasked with teaching CUREs, yet who often receive little or no professional development (PD) to improve teaching skills that are vital to this type of instruction. Further, we argue that the ability to equip GTAs/UTAs with the skills necessary to effectively facilitate CUREs is contingent upon providing professional development and education to individuals who lead CURE TA PD at their institution. In the workshop described herein, we sought to address these needs through use of the following activities: (i) a brief introduction to current CURE TA PD literature and programs; (ii) small-/large-group dialogue designed to evaluate novel data that identifies core elements of CURE TA PD (some of which were collected at ABLE 2019); (iii) a brief review of the backward design process, which participants used to construct individualized CURE TA PD activities for implementation within their courses; and (iv) a gallery walk exercise, which allowed participants to receive feedback on their planned activities from the session facilitators and their peers.

当前国家改革高等实验教育的努力强调将真实的研究机会纳入科学、技术、工程和数学(STEM)课程。在过去的十年中，基于课程的本科生研究经历(CUREs)已经成为实现这一目标的可行机制。生物教育文献中的证据表明，学生参与CUREs有可能对他们的科学探究和过程技能，内容知识的发展产生积极影响，并在该领域产生影响。虽然大多数研究关注的是学生的成果，但很少有研究考察CURE学习环境中教师的成果。对于研究生和本科生助教(gta /UTAs)来说尤其如此，他们经常承担教学任务，但他们通常很少或没有得到专业发展(PD)来提高对这类教学至关重要的教学技能。此外，我们认为，为gta / uta提供有效促进CURE所需技能的能力取决于向在其机构领导CURE TA PD的个人提供专业发展和教育。在本文所述的研讨会中，我们试图通过以下活动来解决这些需求:(i)对当前CURE TA PD文献和项目的简要介绍;(ii)小/大小组对话，旨在评估确定CURE TA PD核心要素的新数据(其中一些是在ABLE 2019上收集的);(iii)简要回顾参与者为在其课程中推行个别的CURE TA PD活动而进行的逆向设计过程;(iv)画廊散步练习，让参与者从会议主持人和他们的同伴那里得到关于他们计划活动的反馈。

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引用次数: 0

Wavelengths, particles, and plants: Exploring the visible light spectrum and the impacts on plantgrowth 波长、粒子与植物:探索可见光光谱及其对植物生长的影响

Advances in biology laboratory education : publication of the .... Conference of the Association For Biology Laboratory Education (ABLE). Association for Biology Laboratory Education. Workshop/Conference

Pub Date : 2023-01-01 DOI: 10.37590/able.v43.art44

引用次数: 0