Undergraduate Science Education: The Impact of Different College Environments on the Educational Pipeline in the Sciences

本科科学教育：不同大学环境对科学教育渠道的影响

• 批准号: 8955365
• 负责人: Alexander Astin
• 金额: $ 37.92万
• 依托单位: University of California-Los Angeles
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1989
• 资助国家: 美国
• 起止时间: 1989-11-15 至 1992-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8955365&HistoricalAwards=false
• 关键词: Undergraduate; Science; Education; Impact; Different

National surveys of college and university undergraduates indicated that student interest in majoring in scientific fields and in pursuing careers in science is at or near its all-time low (Astin et al, 1989; Green, 1989). Despite these declines, a number of earlier studies suggest that undergraduate institutions and programs may differ substantially in their capacity to develop students' scientific interests and talents. The principal purpose of the study described in this proposal is to examine a wide range of factors in the college environment that may affect students' interest in science, choice of a scientific career, and level of mathematical-quantitative competence. The study represents a major elaboration and expansion of a national study of the outcomes of general education programs funded recently by a $366,800 grant from the Exxon Educational Foundation to the Higher Education Research Institute at UCLA. The Exxon project involves a four-year longitudinal follow-up of the 1985 entering freshmen classes at a sample of 53 colleges and universities and a Fall 1989 survey of all faculty of these same institutions. The proposed expansion would add 100 institutions to the Exxon sample in order to achieve greater representativeness, to increase the reliability of results using the institution as the unit of analysis, and to generate larger samples of minorities, students in scientific subfields, highly able students, and other subpopulations of interest. Various multivariate techniques will be used in applying an "input-environment-output" model to the analyses of how various environmental variables affect the students' interest in science majors and careers, retention, attitudes toward science, aspirations for graduate study and mathematical- quantitative competence. In addition to institutional characteristics, the independent variables will include measures of curricular characteristics, peer climate, student involvement, faculty climate (teaching techniques, commitment to undergraduate education, involvement in research etc.), and student-faculty interaction.

全国高等学校调查 本科生表示，学生对主修 科学领域和追求科学事业是在或 接近历史最低点（Astin et al，1989;绿色，1989）。 尽管这些下降，一些早期的研究表明， 本科院校和课程可能会有所不同， 在很大程度上培养学生的能力， 科学兴趣和天赋。 的主要目的 本建议中所述研究是审查一个广泛的 大学环境中的一系列因素可能影响 学生对科学的兴趣，科学职业的选择， 和定量分析能力的水平。 该研究报告是一个重大的阐述和扩展， 关于普通教育成果的国家研究报告 最近由埃克森美孚公司提供的366，800美元赠款资助的项目 高等教育研究的教育基础 加州大学洛杉矶分校的研究所。 埃克森美孚项目涉及一个为期四年的 1985年新生班级纵向追踪 在53所学院和大学的样本和1989年秋季 对这些机构的所有教员进行调查。 的 拟议的扩建将为埃克森美孚增加100个机构 抽样，以实现更大的代表性 利用该机构提高结果的可靠性 分析单位，并生成更大的样本， 少数民族，科学分支领域的学生，能力强， 学生和其他感兴趣的亚群。 各种多变量技术将用于应用 一个“投入-环境-产出”模型来分析 各种环境变量影响学生的兴趣 在科学专业和职业中，保留，对 科学、研究生学习和数学的愿望- 量化能力。 除了制度 特征，自变量将包括 课程特色，同侪气氛，学生 参与，教师气氛（教学技巧，承诺 本科教育，参与研究等）， 和师生互动。