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Sally Hoskins

Sally Hoskins


Development of the nervous system

Bio Curriculum committee

Office Phone: (212) 650-8213


Sally Hoskins is a developmental biologist currently on sabbatical working on expansion of a new method for using primary literature to demystify and humanize science for undergraduates. The approach, termed C.R.E.A.T.E. (Consider, Read, Elucidate the hypotheses, Analyze the data, Think of the next Experment) is a novel way to use the real language of science, the journal article, to empower students to think like scientists.  With collaborator Dr. Leslie Stevens, (University of Texas, Austin), Hoskins has shown that the  C.R.E.A.T.E. course produces significant gains in students’ critical thinking ability, content integration ability, self-assessed confidence in reading/understanding primary literature, understanding of the nature of science and “who does science, and why?” and students’ epistemological beliefs about science.  The extreme low cost and high adaptability of the method (any scientific topic can be addressed, at a level appropriate to the instructor’s goals) coupled with the transferable learning gains made by C.R.E.A.T.E. students suggest that this method could have broad applicability for the teaching of Biology in the 21st century.

The CREATE project has been featured in New York Teacher (2006), Interventions that Encourage Minorities to Seek Research Careers (ASCB, 2008); the 2011 Vision and Change in Undergraduate Science Education document from the American Association for the Advancement of Science,  and the CCNY Alumnus magazine (2011)


Hoskins Recent Papers:

Hoskins, S.G., Stevens, L., and Nehm, R., (2007) Selective Use of Primary Literature Transforms the Classroom into a Virtual Laboratory.  Genetics, 176 1381-1389.

Hoskins, S.G., (2008) Using a Paradigm Shift to Teach Neurobiology and the Nature of Science—a C.R.E.A.T.E.-based Approach.  Journal of Undergraduate Neuroscience Education 6(2):A40-A52.

Hoskins, S. G., Stevens, L. M.  (2009) Learning our L.I.M.I.T.S.  Less is more in teaching science. Advan. Physiol. Edu. 33: 17-20.

Hoskins, S. G., (2010) Developing critical reading and analysis skills by analyzing newspaper science using C.R.E.A.T.E. The American Biology Teacher, 72(7), 415-420

Hoskins, S. G., (2011) Teaching science for understanding. Chapter 8, pp. 151-179 in: Science and the Educated American: A core component of liberal education. American Academy of Arts and Sciences, Cambridge, MA.

O’Connor, C., Withers, M. (co heads);  Donovan, S., Hoskins, S.G.,  Lopatto, D., Varma-Nelson, P., White, H. (2011) Contributing authors for AAAS Vision and Change in Undergraduate Science Education science education reform document, Cultivating Scientific Thinking section ; Carol Brewer, Diane Smith, co-editors; American Association for the Advancement of Science 2011.


Hoskins Current Grants:

National Science Foundation 0942790: CREATE Cornerstone--Inspiring undergraduates to persist and succeed in the Biology major $199723, 2010-2012

 National Science Foundation1021443: Extending CREATE demographically and geographically, to test its efficacy on diverse populations of learners at 2 year and 4 year institutions $599875, 2011-2015


Hoskins Awards:

National Science Foundation Presidential Young Investigator Award, 1989

CCNY CCAPP Teacher of the Year Award, 2001

Society for Developmental Biology John Doctor Best Education Poster Award, 2007

CCNY CCAPP Teacher of the Year Award, 2008, 2009



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