Transform Your Teaching and Students' Learning With C.R.E.A.T.E.
Professional Development Opportunity for Community College Faculty
“This was one of the best classes I’ve taken in my academic career.” (Queensborough Community College)
“Involved more thinking than any other course I have taken.” (Columbia University)
“This class….has definitely opened up my understanding of how science works.” (Montclair State)
These comments reflect students’ experiences in courses taught using the C.R.E.A.T.E.--Consider, Read, Elucidate hypotheses, Analyze and interpret data, and Think of the next Experiment--strategy developed at the City College of New York (Hoskins et al., 2007, 2011) and subsequently expanded to campuses in the New York, New Jersey, and Connecticut area. The NSF-supported C.R.E.A.T.E. project uses intensive analysis of primary literature coupled with email surveys of scientist/authors to demystify and humanize research science for undergraduates. In C.R.E.A.T.E. courses, students build critical thinking skills in a learning environment that models the dynamic nature of scientific inquiry. Students gain a more authentic view of scientists and the process of research. This no-cost approach can be adapted to wide-ranging topic areas and multiple student cohorts.
To learn the C.R.E.A.T.E. approach, apply to participate in an intensive workshop to be taught by project leaders Sally Hoskins (firstname.lastname@example.org) and Kristy Kenyon (Kenyon@HWS.edu), June 10-15 or June 18-23, 2012, at Hobart and William Smith Colleges, Geneva, New York. All expenses except travel will be covered by our grant from the National Science Foundation’s Transforming Undergraduate Education in Science program. The workshop will address the theoretical underpinnings of C.R.E.A.T.E. and train participants in the practical aspects of the methodology. Application forms for Summer 2012 Workshops are downloadable at http://www.teachcreate.org/. The deadline for applications is January 15, 2012.
Participants will be offered the opportunity for further involvement with the project beyond the workshop experience. Faculty interested in implementing C.R.E.A.T.E. as part of our study must (1) adapt C.R.E.A.T.E. for a course at their home institution (minimum commitment of 10 weeks) and (2) anonymously assess students’ pre-course and post-course abilities, attitudes, and beliefs using our assessment tools. Those chosen as implementers will receive a stipend in support of their effort and participation.
Hoskins, S., Stevens, L., and Nehm, R., (2007) Selective Use of Primary Literature Transforms the Classroom into a Virtual Laboratory. Genetics, 176: 1381-1389.
Hoskins, S., (2008) Using a Paradigm Shift to Teach Neurobiology and the Nature of Science—a C.R.E.A.T.E.-based approach. J.U.N.E. (2):A40-A52.
Hoskins, S. G., Stevens, L. M. (2009) Learning our L.I.M.I.T.S. Less is more in teaching science. Advances in Physiology Education 33: 17-20.
Hoskins, S. G., (2010) Developing critical reading and analysis skills by analyzing newspaper science using C.R.E.A.T.E. The American Biology Teacher, 72(7), 415-420.
Hoskins, S. G., (2011) Teaching science for understanding. In: Science and the Educated American: A core component of liberal education. American Academy of Arts and Sciences, Cambridge, MA., http://www.amacad.org/publications/scienceSLAC.aspx. Chapter 8, pp. 151-179.
Hoskins, S.G., Lopatto, D., and Stevens, L.S. (2011) The C.R.E.A.T.E. Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes about Science, and Epistemological Beliefs CBE Life Sci Educ 10:368-378.