学生对一个适应学生和课程需求的学习社区模型的学生评估
Heather J Yu1,2, Cheryl Mulligan3, Emily E Hartford1
1Neuroscience Program, Stonehill College, North Easton, MA 02357.
概括
斯通希尔学院更新了其神经科学学习社区 (LC) 模型,要求更少的学分和更少的时间. 学生们重视了修订后的程序,以增强神经科学理解和现实世界的影响.
科学领域:
- 神经科学教育的神经科学教育
- 高等教育课程发展课程
背景情况:
- 斯通希尔学院的神经科学学习社区 (LC) 起源于对2008年经济衰退的反应,旨在在有限的资源下提供高影响力的学习体验.
- 最初的模型需要大量的学分和时间,需要调整课程以满足不断变化的学生需求和机构要求.
研究的目的:
- 报告学生对更新的神经科学LC模型的评估.
- 评估修订模型的有效性,该模型减少了信用小时和时间承诺.
- 维护以社区为基础的学习和教师合作,同时确保基础神经科学主题的高标准.
主要方法:
- 这项研究涉及调整现有的神经科学LC课程.
- 变化包括减少信用小时和时间要求.
- 新的教师专业知识,合作和社区合作伙伴关系得到了利用.
主要成果:
- 学生的评价表明,他们对最新的神经科学LC模型的接受是积极的.
- 学生们报告了对核心神经科学概念的增强理解.
- 修订后的模型成功地保留了基于社区的学习和教师的合作.
结论:
- 更新的神经科学LC模型在提供基础神经科学教育方面是有效的.
- 该计划成功地将减少的学分时间与有价值的学习经验相平衡.
- 学生认识到神经科学概念的相关性及其对世界的影响.
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