ArticleCBE life sciences education2016
Testing CREATE at Community Colleges: An Examination of Faculty Perspectives and Diverse Student Gains.
Article in CBE life sciences education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
17 citing papers in PubMed, 31 citations in OpenAlex.
- CREATE'ing improvements in first-year students' science efficacy via an online introductory course experience.Journal of microbiology & biology education · 2024Article
- Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom.CBE life sciences education · 2023Review
- Synthesizing Research Narratives to Reveal the Big Picture: a CREATE(S) Intervention Modified for Journal Club Improves Undergraduate Science Literacy.Journal of microbiology & biology education · 2023Article
- Teaching the process of science with primary literature: Using the CREATE pedagogy in ecological courses.Ecology and evolution · 2022Article
- From Novice To Expert: An Assessment To Measure Strategies Students Implement While Learning To Read Primary Scientific Literature.Journal of microbiology & biology education · 2022Article
- The Five Core Concepts of Biology as a Framework for Promoting Expert-Like Behaviors in Undergraduates Learning How to Read Primary Scientific Literature.Journal of microbiology & biology education · 2022Article
- Participation in Biology Education Research Influences Students' Epistemic Development.CBE life sciences education · 2021Article
- A Modified CREATE Intervention Improves Student Cognitive and Affective Outcomes in an Upper-Division Genetics Course.Journal of microbiology & biology education · 2020Article
- A Single, Narrowly Focused CREATE Primary Literature Module Evokes Gains in Genetics Students' Self-Efficacy and Understanding of the Research Process.Journal of microbiology & biology education · 2020Article
- From CREATE Workshop to Course Implementation: Examining Downstream Impacts on Teaching Practices and Student Learning at 4-Year Institutions.Bioscience · 2019Article
- Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills.CBE life sciences education · 2018Article
- Reading Quizzes Improve Exam Scores for Community College Students.CBE life sciences education · 2018Article
- Design and Assessment of Online, Interactive Tutorials That Teach Science Process Skills.CBE life sciences education · 2018Article
- Annotated Primary Literature: A Professional Development Opportunity in Science Communication for Graduate Students and Postdocs.Journal of microbiology & biology education · 2018Article
- Investigating Undergraduates' Perceptions of Science in Courses Taught Using the CREATE Strategy.Journal of microbiology & biology education · 2018Article
- Improving undergraduate STEM education: The efficacy of discipline-based professional development.Science advances · 2017Article
- CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions.Journal of microbiology & biology education · 2017Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is an innovative pedagogy for teaching science through the intensive analysis of scientific literature. Initiated at the City College of New York, a minority-serving institution, and regionally expanded in the New York/New Jersey/Pennsylvania area, this methodology has had multiple positive impacts on faculty and students in science, technology, engineering, and mathematics courses. To determine whether the CREATE strategy is effective at the community college (2-yr) level, we prepared 2-yr faculty to use CREATE methodologies and investigated CREATE implementation at community colleges in seven regions of the United States. We used outside evaluation combined with pre/postcourse assessments of students to test related hypotheses: 1) workshop-trained 2-yr faculty teach effectively with the CREATE strategy in their first attempt, and 2) 2-yr students in CREATE courses make cognitive and affective gains during their CREATE quarter or semester. Community college students demonstrated positive shifts in experimental design and critical-thinking ability concurrent with gains in attitudes/self-rated learning and maturation of epistemological beliefs about science.
Indexed as
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.