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Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty

机译：扩大对生物教育研究的参与：吸引社区大学生和教师

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Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority of U.S. students who represent groups underserved in the sciences. Yet only a small minority of studies published in discipline-based education research journals address CC biology students, faculty, courses, or authors. This marked underrepresentation of CC biology education research (BER) limits the availability of evidence that could be used to increase CC student success in biology programs. To address this issue, a diverse group of stakeholders convened at the Building Capacity for Biology Education Research at Community Colleges meeting to discuss how to increase the prevalence of CC BER and foster participation of CC faculty as BER collaborators and authors. The group identified characteristics of CCs that make them excellent environments for studying biology teaching and learning, including student diversity and institutional cultures that prioritize teaching, learning, and assessment. The group also identified constraints likely to impede BER at CCs: limited time, resources, support, and incentives, as well as misalignment between doing research and CC faculty identities as teachers. The meeting culminated with proposing strategies for faculty, administrators, journal editors, scientific societies, and funding agencies to better support CC BER.
机译：几乎所有本科生中有一半是在社区学院（CCs）入学的，包括代表科学领域服务不足的群体的大多数美国学生。但是，在基于学科的教育研究期刊上发表的研究中，只有少数研究针对CC生物学的学生，教师，课程或作者。 CC生物教育研究（BER）的明显不足表示限制了可用于增加CC学生在生物学课程中成功的证据的可用性。为了解决这个问题，在社区学院的生物教育研究能力建设会议上，一群不同的利益相关者召集了会议，讨论如何提高CC BER的普及率并促进CC教员作为BER合作者和作者的参与。该小组确定了CC的特征，使它们成为学习生物学教学和学习的绝佳环境，包括优先考虑教学，学习和评估的学生多样性和机构文化。该小组还确定了可能会阻碍CC的BER的限制因素：时间，资源，支持和激励措施有限，以及研究工作和CC教师身份之间的错位。会议最终提出了为教师，行政人员，期刊编辑，科学团体和资助机构提出的战略建议，以更好地支持CC BER。

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