Erin E Shortlidge, Amie M Kern, Emma C Goodwin, Jeffrey T Olimpo
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引用次数: 0
Abstract
Course-based undergraduate research experiences (CUREs) offer an expanding avenue to engage students in real-world scientific practices. Increasingly, CUREs are instructed by graduate teaching assistants (TAs), yet TAs may be underprepared to facilitate and face unique barriers when teaching CUREs. Consequently, unless TAs are provided professional development (PD) and resources to teach CUREs effectively, they and their students may not reap the assumed benefits of CURE instruction. Here, we describe three perspectives - that of the CURE TA, the CURE designer/facilitator, and the CURE student - that are collectively intended to inform the development of tentative components of CURE TA PD. We compare these perspectives to previous studies in the literature in an effort to identify commonalities across all sources and offer potential insights for advancing CURE TA PD efforts across a diversity of institutional environments. We propose that the most effective CURE TA PD programs will promote the use of CURE-specific instructional strategies as benchmarks for guiding change in teaching practices and should focus on three major elements: 1) enhancement of research and teaching acumen, 2) development of effective and inclusive mentoring practices, and 3) identification and understanding of the factors that make CUREs a unique learning experience.
基于课程的本科生研究经验(CURE)为学生参与现实世界的科学实践提供了一条不断扩大的途径。越来越多的CURE由研究生助教指导,但助教在教授CURE时可能准备不足,并面临独特的障碍。因此,除非向助教提供专业发展(PD)和资源来有效地教授CURE,否则他们和他们的学生可能无法从CURE教学中获得假定的好处。在这里,我们描述了三个视角——CURE TA、CURE设计师/辅导员和CURE学生的视角——它们共同旨在为CURE TA PD的暂定组成部分的开发提供信息。我们将这些观点与文献中先前的研究进行了比较,以确定所有来源的共性,并为在各种制度环境中推进CURE TA PD工作提供潜在的见解。我们建议,最有效的CURE TA PD计划将促进使用CURE特定的教学策略作为指导教学实践变革的基准,并应侧重于三个主要要素:1)提高研究和教学的敏锐性,2)发展有效和包容性的指导实践,以及3)识别和理解使CURE成为独特学习体验的因素。
期刊介绍:
CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions.
LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.