Marbach-Ad Gili, Briken Volker, Frauwirth Kenneth, Gao Lian-Yong, Hutcheson Steven W, Joseph Sam W, Mosser David, Parent Beth, Shields Patricia, Song Wenxia, Stein Daniel C, Swanson Karen, Thompson Katerina V, Yuan Robert, Smith Ann C
Department of Cell Biology and Molecular Genetics, University of Maryland, College Park, MD 20742, USA.
CBE Life Sci Educ. 2007 Summer;6(2):155-62. doi: 10.1187/cbe.06-12-0212.
As research faculty with expertise in the area of host-pathogen interactions (HPI), we used a research group model to effect our professional development as scientific educators. We have established a working hypothesis: The implementation of a curriculum that forms bridges between our seven HPI courses allows our students to achieve deep and meaningful learning of HPI concepts. Working collaboratively, we identified common learning goals, and we chose two microorganisms to serve as anchors for student learning. We instituted variations of published active-learning methods to engage students in research-oriented learning. In parallel, we are developing an assessment tool. The value of this work is in the development of a teaching model that successfully allowed faculty who already work collaboratively in the research area of HPI to apply a "research group approach" to further scientific teaching initiatives at a research university. We achieved results that could not be accomplished by even the most dedicated instructor working in isolation.
作为在宿主-病原体相互作用（HPI）领域具有专业知识的研究教员，我们采用研究小组模式来实现我们作为科学教育工作者的专业发展。我们建立了一个工作假设：实施一门在我们的七门HPI课程之间架起桥梁的课程，能让我们的学生对HPI概念实现深入且有意义的学习。我们通过合作确定了共同的学习目标，并选择了两种微生物作为学生学习的基础。我们采用了已发表的主动学习方法的变体，让学生参与以研究为导向的学习。同时，我们正在开发一种评估工具。这项工作的价值在于开发了一种教学模式，该模式成功地让已经在HPI研究领域协同工作的教员能够应用“研究小组方法”来推进研究型大学的科学教学计划。我们取得了即使是最敬业的孤立工作的教师也无法取得的成果。
