Triage and Recovery of STEM Laboratory Skills.

Autor: Sonbuchner TM; Department of Chemistry, Adelphi University, Garden City, NY 11530., Mundorff EC; Department of Chemistry, Hofstra University, Hempstead, NY 11549., Lee J; Department of Biology, Nassau Community College, Garden City, NY 11530., Wei S; Department of Chemistry, Queensborough Community College, City University of New York, Bayside, NY 11364., Novick PA; Department of Biological Sciences and Geology, Queensborough Community College, City University of New York, Bayside, NY 11364.
Jazyk: angličtina
Zdroj: Journal of microbiology & biology education [J Microbiol Biol Educ] 2021 Mar 31; Vol. 22 (1). Date of Electronic Publication: 2021 Mar 31 (Print Publication: 2021).
DOI: 10.1128/jmbe.v22i1.2565
Abstrakt: The global COVID-19 pandemic left universities with few options but to turn to remote learning. With much effort, STEM courses made this change in modality; however, many laboratory skills, such as measurement and handling equipment, are more difficult to teach in an online learning environment. A cohort of instructors who are part of the NSF RCN-UBE funded Sustainable, Transformative Engagement across a Multi-Institution/Multidisciplinary STEM (STEM) 2 Network (a working group of faculty from two community colleges and three 4-year universities) analyzed introductory biology and chemistry courses to identify essential laboratory skills that students will need in advanced courses. Seven essential laboratory proficiencies were derived from reviewing disciplinary guiding documents such as AAAS Vision and Change in Undergraduate Biology Education , the American Society for Microbiology Recommended Curriculum Guidelines for Undergraduate Microbiology Education , and the American Chemical Society Guidelines for Chemistry : data analysis, scientific writing, proper handling and disposal of laboratory materials, discipline-specific techniques, measurement, lab safety and personal protective equipment, and interpersonal and collaborative skills. Our analysis has determined that some of these skills are difficult to develop in a remote or online setting but could be recovered with appropriate interventions. Skill recovery procedures suggested include a skills "boot camp," department or college coordinated club events, and a triage course. The authors recommend that one of these three recovery mechanisms be offered to bridge this skill gap and better prepare STEM students for upper-level science courses and the real world.
(©2021 Author(s). Published by the American Society for Microbiology.)
Databáze: MEDLINE