Cargando…

The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students

The CREATE (Consider Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) strategy aims to demystify scientific research and scientists while building critical thinking, reading/analytical skills, and improved science attitudes through intensive analysis...

Descripción completa

Detalles Bibliográficos
Autores principales: Stevens, Leslie M., Hoskins, Sally G.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2014
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041501/
https://www.ncbi.nlm.nih.gov/pubmed/26086655
http://dx.doi.org/10.1187/cbe.13-12-0239
_version_ 1782318687407046656
author Stevens, Leslie M.
Hoskins, Sally G.
author_facet Stevens, Leslie M.
Hoskins, Sally G.
author_sort Stevens, Leslie M.
collection PubMed
description The CREATE (Consider Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) strategy aims to demystify scientific research and scientists while building critical thinking, reading/analytical skills, and improved science attitudes through intensive analysis of primary literature. CREATE was developed and piloted at the City College of New York (CCNY), a 4-yr, minority-serving institution, with both upper-level biology majors and first-year students interested in science, technology, engineering, and mathematics. To test the extent to which CREATE strategies are broadly applicable to students at private, public, research-intensive, and/or primarily undergraduate colleges/universities, we trained a cohort of faculty from the New York/New Jersey/Pennsylvania area in CREATE pedagogies, then followed a subset, the CREATE implementers (CIs), as they taught all or part of an existing course on their home campuses using CREATE approaches. Evaluation of the workshops, the CIs, and their students was carried out both by the principal investigators and by an outside evaluator working independently. Our data indicate that: intensive workshops change aspects of faculty attitudes about teaching/learning; workshop-trained faculty can effectively design and teach CREATE courses; and students taught by such faculty on multiple campuses make significant cognitive and affective gains that parallel the changes documented previously at CCNY.
format Online
Article
Text
id pubmed-4041501
institution National Center for Biotechnology Information
language English
publishDate 2014
publisher American Society for Cell Biology
record_format MEDLINE/PubMed
spelling pubmed-40415012014-06-06 The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students Stevens, Leslie M. Hoskins, Sally G. CBE Life Sci Educ Articles The CREATE (Consider Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) strategy aims to demystify scientific research and scientists while building critical thinking, reading/analytical skills, and improved science attitudes through intensive analysis of primary literature. CREATE was developed and piloted at the City College of New York (CCNY), a 4-yr, minority-serving institution, with both upper-level biology majors and first-year students interested in science, technology, engineering, and mathematics. To test the extent to which CREATE strategies are broadly applicable to students at private, public, research-intensive, and/or primarily undergraduate colleges/universities, we trained a cohort of faculty from the New York/New Jersey/Pennsylvania area in CREATE pedagogies, then followed a subset, the CREATE implementers (CIs), as they taught all or part of an existing course on their home campuses using CREATE approaches. Evaluation of the workshops, the CIs, and their students was carried out both by the principal investigators and by an outside evaluator working independently. Our data indicate that: intensive workshops change aspects of faculty attitudes about teaching/learning; workshop-trained faculty can effectively design and teach CREATE courses; and students taught by such faculty on multiple campuses make significant cognitive and affective gains that parallel the changes documented previously at CCNY. American Society for Cell Biology 2014 /pmc/articles/PMC4041501/ /pubmed/26086655 http://dx.doi.org/10.1187/cbe.13-12-0239 Text en © 2014 L. M. Stevens and S. G. Hoskins. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society of Cell Biology.
spellingShingle Articles
Stevens, Leslie M.
Hoskins, Sally G.
The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students
title The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students
title_full The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students
title_fullStr The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students
title_full_unstemmed The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students
title_short The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students
title_sort create strategy for intensive analysis of primary literature can be used effectively by newly trained faculty to produce multiple gains in diverse students
topic Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041501/
https://www.ncbi.nlm.nih.gov/pubmed/26086655
http://dx.doi.org/10.1187/cbe.13-12-0239
work_keys_str_mv AT stevenslesliem thecreatestrategyforintensiveanalysisofprimaryliteraturecanbeusedeffectivelybynewlytrainedfacultytoproducemultiplegainsindiversestudents
AT hoskinssallyg thecreatestrategyforintensiveanalysisofprimaryliteraturecanbeusedeffectivelybynewlytrainedfacultytoproducemultiplegainsindiversestudents
AT stevenslesliem createstrategyforintensiveanalysisofprimaryliteraturecanbeusedeffectivelybynewlytrainedfacultytoproducemultiplegainsindiversestudents
AT hoskinssallyg createstrategyforintensiveanalysisofprimaryliteraturecanbeusedeffectivelybynewlytrainedfacultytoproducemultiplegainsindiversestudents