1. Short-term intervention with CREATE influences
aspects of students’ self-rated abilities and beliefs
Sally Hoskins* and Alison Krufka+
*Department of Biology, City College of CCNY, New York, NY
Department of Biological Sciences, Department of Biological Sciences, Glassboro, NJ
Consider
Read
Elucidate Hypothesis
Analyze and interpret the data
Think of the next Experiment
CREATE uses intensive analysis of primary journal articles to demystify and humanize science while teaching biological concepts
CREATE was initially tested at CCNY, a Minority Serving Institute, where it proved effective at increasing student critical thinking and content integration as well as self-rated ability to analyze primary literature, understanding of and interest in science careers (Hoskins et al., Genetics 176: , 2007).
Testing of CREATE in first-year courses (Gottesman & Hoskins, CBE LSE 12: 59-72, 2013) and at 2yr campuses (Kenyon et al. , CBE LSE 15:1-19) shows similar gains.
CREATE Strategy
Roadmap of CREATE Module
Module Testing: Study Design
Informal faculty survey:
Identified alleles, genotype to phenotype, mutation, and selection
Selected primary paper:
Mosher et al., 2007). A mutation in the myostatin gene increases muscle mass and enhances racing performance in heterozygote dogs.
Developed learning module:
4 class periods, 3 homework assignments
Courses for Implementation:
CCNY-- Bio 206, Introduction to Genetics (2nd year), RU--Biology 2, Principles of Genetics (1st year, HWS (elective)
Preliminary module testing:
Provided novice CREATE instructors with activity script; assessed students pre/postcourse (SAAB, TOSL, GCA)
Traditional Course Lecture: Introduces fundamental genetics concepts
Pre-Module
Class
Concept map Introduction
Introduce concept maps
Introduce paper
Annotate Figures
Assign Homework
Answer guiding questions
Homework
Module Day 1: Background Knowledge
Preliminary Module Testing: Results
Class
Annotate Figure 3
Review concept maps
Answer guiding questions
Reinforce genetics concepts (HW review)
Illustrate experiments
Start illustrating experiments
Homework
Module Day 2: Experimental Design
Concept Map Introduction
Annotate Figures
Illustrate Experimental Design
Correspond with Authors
CREATE Tools: Steps in analyzing a paper
Analyze Data
Propose New Experiments
Grant Review Panels
Class
Homework
Review experimental design
Pose questions for authors
Discuss results
Develop and discuss follow up experiments
Module Day 3: Experimental Design and Data
Figure 2: Student effective use of
literature changes with CREATE module. Significant at p<0.05 two-tailed t-test.
Figure 1: Student attitudes change with CREATE module. Significant at p<0.05 two-tailed t-test.
Class
Discuss author responses and life as a scientist
Module Day 4: Life as a Scientist
Roadmap of full semester CREATE course
Figure 3: Students with CREATE module learn genetic concepts as well as Non-CREATE students. Two-Tailed t-test t=0.81, d.f =16; p<0.43
Traditional Course Lecture: continuation of course content; can employ CREATE tools for course material
Post-Module
Ongoing Work
Repeat module testing with comparison groups
Test in larger class settings
Develop and test additional modules
Module dissemination
Testing of multiple CREATE integrations in curricula
National Science Foundation TUES-II #
Kristy Kenyon, Hobart and William Smith Colleges
Alan Grottesmann, City College of CCNY
CREATE implementers at RU and CCNY
Acknowledgments