Short-term intervention with CREATE influences aspects of students’ self-rated abilities and beliefs Sally Hoskins* and Alison Krufka+ *Department of Biology, City College of CCNY, New York, NY Department of Biological Sciences, Department of Biological Sciences, Glassboro, NJ Consider Read Elucidate Hypothesis Analyze and interpret the data Think of the next Experiment CREATE uses intensive analysis of primary journal articles to demystify and humanize science while teaching biological concepts CREATE was initially tested at CCNY, a Minority Serving Institute, where it proved effective at increasing student critical thinking and content integration as well as self-rated ability to analyze primary literature, understanding of and interest in science careers (Hoskins et al., Genetics 176: 1387-89, 2007). Testing of CREATE in first-year courses (Gottesman & Hoskins, CBE LSE 12: 59-72, 2013) and at 2yr campuses (Kenyon et al. , CBE LSE 15:1-19) shows similar gains. CREATE Strategy Roadmap of CREATE Module Module Testing: Study Design Informal faculty survey: Identified alleles, genotype to phenotype, mutation, and selection Selected primary paper: Mosher et al., 2007). A mutation in the myostatin gene increases muscle mass and enhances racing performance in heterozygote dogs. Developed learning module: 4 class periods, 3 homework assignments Courses for Implementation: CCNY-- Bio 206, Introduction to Genetics (2nd year), RU--Biology 2, Principles of Genetics (1st year, HWS (elective) Preliminary module testing: Provided novice CREATE instructors with activity script; assessed students pre/postcourse (SAAB, TOSL, GCA) Traditional Course Lecture: Introduces fundamental genetics concepts Pre-Module Class Concept map Introduction Introduce concept maps Introduce paper Annotate Figures Assign Homework Answer guiding questions Homework Module Day 1: Background Knowledge Preliminary Module Testing: Results Class Annotate Figure 3 Review concept maps Answer guiding questions Reinforce genetics concepts (HW review) Illustrate experiments Start illustrating experiments Homework Module Day 2: Experimental Design Concept Map Introduction Annotate Figures Illustrate Experimental Design Correspond with Authors CREATE Tools: Steps in analyzing a paper Analyze Data Propose New Experiments Grant Review Panels Class Homework Review experimental design Pose questions for authors Discuss results Develop and discuss follow up experiments Module Day 3: Experimental Design and Data Figure 2: Student effective use of literature changes with CREATE module. Significant at p<0.05 two-tailed t-test. Figure 1: Student attitudes change with CREATE module. Significant at p<0.05 two-tailed t-test. Class Discuss author responses and life as a scientist Module Day 4: Life as a Scientist Roadmap of full semester CREATE course Figure 3: Students with CREATE module learn genetic concepts as well as Non-CREATE students. Two-Tailed t-test t=0.81, d.f =16; p<0.43 Traditional Course Lecture: continuation of course content; can employ CREATE tools for course material Post-Module Ongoing Work Repeat module testing with comparison groups Test in larger class settings Develop and test additional modules Module dissemination Testing of multiple CREATE integrations in curricula National Science Foundation TUES-II #1323006 Kristy Kenyon, Hobart and William Smith Colleges Alan Grottesmann, City College of CCNY CREATE implementers at RU and CCNY Acknowledgments