CCLI Overview

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Information about CCLI Overview
Education

Published on November 20, 2008

Author: hewletja

Source: authorstream.com

Biology Education Reform and the Community College : Biology Education Reform and the Community College Community College Undergraduate Research: A Model of Integration Rationale: Research and Reports Converge : Rationale: Research and Reports Converge How people learn: Brain, mind, experience and school: Expanded edition Evaluating and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics. Washington, DC: National Academy Press. BIO 2010: Transforming Undergraduate Education For Future Research Biologists. . Defining the Problem : Defining the Problem 11.6 million students 48% of all U.S. undergraduates In 1999 and 2000, close to half of the more than 740,000 S&E graduates with bachelor’s degrees attended a community college In 2000, 38% of U.S. jobs requiring a PhD in science filled by people born abroad (24% in 1990) By the time U.S. students reach their senior year of high school, they rank below their counterparts in 17 other countries in math and science literacy NSF Conversation in Undergraduate Biology May 15-16, 2008 Co-sponsored American Institute Biological Sciences and AAAS : NSF Conversation in Undergraduate Biology May 15-16, 2008 Co-sponsored American Institute Biological Sciences and AAAS examining how professional societies can stimulate, support, and disseminate information about undergraduate biological sciences education reform. What are the main goals and learning outcomes for the 21st century undergraduate biological sciences curriculum? What changes need to take place in undergraduate biological sciences teaching and learning, including laboratories, pedagogy, and learning technologies strategies? How do we best prepare faculty and structure departments and institutions for changes in undergraduate biological sciences education? How can foundations and professional societies support efforts for change in undergraduate biological sciences? What does the research say?Recommended Solutions - Reform : What does the research say?Recommended Solutions - Reform Content delivered through process thinking (students explore their own questions) Research experience as early as possible in the educational pathway (for all students) Science studies should be interdisciplinary with math fully integrated Content delivered with inquiry-based methods (ex. PBL) – learn through exploration Teach science in a collaborative setting - students explore their questions with others. Multiple levels of mentorship Recommended Solutions - Reform : Recommended Solutions - Reform Content delivered through process thinking (students explore their own questions) Research experience as early as possible in the educational pathway (for all students) Science studies should be interdisciplinary with math fully integrated Content delivered with inquiry-based methods (ex. PBL) – learn through exploration Teach science in a collaborative setting - students explore their questions with others. Multiple levels of mentorship Recommended Solutions - Reform : Recommended Solutions - Reform Content delivered through process thinking (students explore their own questions) Research experience as early as possible in the educational pathway (for all students) Science studies should be interdisciplinary with math fully integrated Content delivered with inquiry-based methods (ex. PBL) – learn through exploration Teach science in a collaborative setting - students explore their questions with others. Multiple levels of mentorship Recommended Solutions - Reform : Recommended Solutions - Reform Content delivered through process thinking (students explore their own questions) Research experience as early as possible in the educational pathway (for all students) Science studies should be interdisciplinary with math fully integrated Content delivered with inquiry-based methods (ex. PBL) – learn through exploration Teach science in a collaborative setting - students explore their questions with others. Multiple levels of mentorship Recommended Solutions - Reform : Recommended Solutions - Reform Content delivered through process thinking (students explore their own questions) Research experience as early as possible in the educational pathway (for all students) Science studies should be interdisciplinary with math fully integrated Content delivered with inquiry-based methods (ex. PBL) – learn through exploration Teach science in a collaborative setting - students explore their questions with others. Multiple levels of mentorship Recommended Solutions - Reform : Recommended Solutions - Reform Content delivered through process thinking (students explore their own questions) Research experience as early as possible in the educational pathway (for all students) Science studies should be interdisciplinary with math fully integrated Content delivered with inquiry-based methods (ex. PBL) – learn through exploration Teach science in a collaborative setting - students explore their questions with others. Multiple levels of mentorship Finger Lakes Community College : Finger Lakes Community College Used Root Cause Analysis to identify primary barriers Built a model that INTEGRATED solutions small barriers can become big Initiated a Pilot program to test the model (Phase I) Submitted a proposal to expand the model (Phase II) What emerged from our RCA? : What emerged from our RCA? Lack of financial resources An Incompatible faculty model (ex. Teaching load) Lack of faculty preparation (research and PBL) Lack of access to a community of CC researchers Lack of four-year school research collaborations Support from administrators has been tied to a lack of administrator education on science education Reform efforts What is needed? : What is needed? A complete reform of freshman science courses (lecture and lab) Credit bearing sophomore courses for undergraduate researchers A model for integrating undergraduate research at a community college Resources (human and financial) to test and assess solutions to reform What is needed? : What is needed? A complete reform of freshman science courses (lecture and lab) Credit bearing sophomore courses for undergraduate researchers A model for integrating undergraduate research at a community college Resources (human and financial) to test and assess solutions to reform What is needed? : What is needed? A complete reform of freshman science courses (lecture and lab) Credit bearing sophomore courses for undergraduate researchers A model for integrating undergraduate research at a community college Resources (human and financial) to test and assess solutions to reform What is needed? : What is needed? A complete reform of freshman science courses (lecture and lab) Credit bearing sophomore courses for undergraduate researchers A model for integrating undergraduate research at a community college Resources (human and financial) to test and assess solutions to reform Model Elements : Model Elements Engage students with contextual labs and case studies as freshman Prepare Faculty with research skills and students with process thinking skills Opportunity to explore Sophomore-level research course with interdisciplinary connections Connect Transfer of experience to four-year school and “back” to freshman level (PLTL) Faculty Preparation and Training : Faculty Preparation and Training “Delivery of content should enhance critical thinking skills and encourage collaborative problem solving (teams). The delivery should create opportunities for students to generate, explore, and solve their own problems (not just the ones we give them).” Incompatible Faculty Model : Incompatible Faculty Model Annual reports demonstrate engagement in primary research. Integrated into the freshman biology curriculum as a classroom curriculum module (case study) and a laboratory experience Researcher instructs professional development workshop where training on the classroom and laboratory activities would take place for all biology faculty (both full and part-time) Demonstrates either an inter or intra-departmental collaboration Participates in sophomore research course as instructor and student advisor Demonstrates that as a teaching tool, the project includes both a math and a writing component. Must develop and demonstrate the use of assessment tools based on the General Education Criteria for the Natural Sciences. * Five Contact Hours * Project Partners : Project Partners Tompkins-Cortland Community College Monroe Community College Genesee Community College Jamestown Community College Delaware Technical and Comm College Mass Bay Community College Nassau Community College CUNY - Brooklyn College Alabama A&M University Rochester Institute of Technology Harvard University University of California - Los Angeles University of Richmond UMASS - Lowell Council On Undergraduate Research (CUR) NYS Department of Conservation Braddock Bay Raptor Research Under The Sea - Nevis Reef Check RIMES Core Deliverable 1 – freshman course modules : Core Deliverable 1 – freshman course modules DNA-based methods for studying population dynamics of eastern Red-Tail Hawks Alignment of research projects with freshman biology course outline Development of contextual case studies to deliver content in classroom Development of associated lab activities to teach methods / data collection CLASSROOM “DNA Is For The Birds” LABORATORY Purification of genomic DNA from whole blood Polymerase Chain Reaction Core Deliverable 2 – Opportunities for advanced exploration : Core Deliverable 2 – Opportunities for advanced exploration BIO 291 – Research Methods in Biology Getting Started : Getting Started Employ projects already underway at your institution Initiate novel projects (ex . Salamander project at FLCC) Collaborate with one of the partners to transfer research questions (ex. FLCC and DTCC) Training provided in Case Study Method and workshops on case study construction from current projects Training in field methods associated with research projects Support for lab / field shadowing to facilitate transfer of research questions and methods between partners. Project Portfolio - FLCC : Project Portfolio - FLCC Inventorying the Density, Distribution, and Diversity of Woodland Salamanders in the Honeoye Valley Genetic Relationships of Juvenile Red-tailed Hawks Banded During Natal Dispersal Owl roosting and pellet studies in the Braddock Bay Wildlife Management area Saw-whet Owl Banding project Tree Swallow and Bluebird banding project DNA-based methods for studying NYS Black Bear Populations Macro and micro indicators of stress in coral reef ecosystems Project Portfolio - Partners : Project Portfolio - Partners Population Genetics (RTH and Black Bear) - RIT Ecology of North American River Otters - RIT GIS-based habitat suitability models - reintroduction of captive bred populations of spotted turtle - RIT Determining the distribution of nonpoint source loadings of nutrients within the Allen Creek Watershed. – RIT Watershed Env. Chemistry – Delaware Tech and Comm Coll. Evolutionary ecology of sponges in temperate and tropical marine systems – U. of Richmond A. tumefaciens transfer of virulence genes and proteins into host cells – CUNY Brooklyn Evolutionary Ecology of Caribbean Anoles – Harvard Soil Microbiology and Chemistry – UCLA, Alabama A&M Slide 26: PROJECT WEBSITE The grant will support: : The grant will support: Faculty Development Laboratory / field experiences (shadowing). Case study workshops Field Methods Workshops (Muller Field Station) Research Supply budgets for projects Supply budgets for sophomore courses Stipends PLTL Leaders in freshman courses (case studies) Student participation in workshops Faculty-faculty peer mentors in shadowing experience Dissemination Efforts Registration and travel to local meeting (students) Travel and registration for national conferences (faculty) Timeline : Timeline Winter / Spring 2009 Laboratory / Field shadow experiences Research symposium and course syllabi alignment workshop (portfolio alignment / gap analysis). Summer 2009 Case Study workshop NCCSTS U. of Buffalo Laboratory / Field shadow experiences Field Methods Workshop – Muller field station Timeline : Timeline Winter / Spring 2009 Laboratory / Field shadow experiences Research symposium and course syllabi alignment workshop (porfolio alignment / gap analysis). Summer 2009 Case Study workshop NCCSTS U. of Buffalo Laboratory / Field shadow experiences Field Methods Workshop – Muller field station Timeline : Timeline Fall 2009 Curriculum Workshop (case study and lab activity design) PLTL training for students Winter/Spring 2010 Laboratory / Field shadow experiences Pilot curriculum materials in freshman courses using PLTL leaders trained in the fall. Mentored student research in sophomore courses Presentations at ESATYCB Timeline : Timeline Fall 2009 Curriculum Workshop (case study and lab activity design) PLTL training for students Winter/Spring 2010 Laboratory / Field shadow experiences Pilot curriculum materials in freshman courses using PLTL leaders trained in the fall. Mentored student research in sophomore courses Presentations at ESATYCB Timeline : Timeline Summer 2010 Laboratory / Field shadow experiences Fall 2010 Fall Case Study workshop NCCSTS, U. of Buffalo Curriculum workshop (evaluate and revise curriculum modules) PLTL training for next cohort of students Students present at RAS Faculty present at NABT Preparation of Phase III NSF-CCLI proposal Timeline : Timeline Summer 2010 Laboratory / Field shadow experiences Fall 2010 Fall Case Study workshop NCCSTS, U. of Buffalo Curriculum workshop (evaluate and revise curriculum modules) PLTL training for next cohort of students Students present at RAS Faculty present at NABT Preparation of Phase III NSF-CCLI proposal Timeline : Timeline Winter / Spring 2011 Laboratory / Field shadow experiences Pilot revised curriculum materials with PLTL leaders Mentored student research (sophomore courses) Faculty present at AACC Conference Summer 2011 Laboratory / Field shadow experiences Initial project meetings to begin CCLI Phase III program. Timeline : Timeline Winter / Spring 2011 Laboratory / Field shadow experiences Pilot revised curriculum materials with PLTL leaders Mentored student research (sophomore courses) Faculty present at AACC Conference Summer 2011 Laboratory / Field shadow experiences Initial project meetings to begin CCLI Phase III program.

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