Collaborative Research: A Conference to Promote the Integration of Research on Undergraduate Mathematics, Physics, and Chemistry Education

评估/研究（91）本项目是由普渡大学和圣地亚哥州立大学基金会的STEM教育研究人员进行的合作项目。 该项目旨在通过将本科数学，物理和化学教育领域的主要研究人员聚集在一起进行为期四天的密集会议，以改变数学和科学教育研究的进行和报告的划分方式。这些会议旨在通过涉及学科教育研究人员和大量数学和科学教育研究生来创建合作研究计划并建立综合工作能力。会议的主题是将具有互补兴趣和专业知识的跨学科研究人员联系起来。这些会议将推动数学，物理和化学教育研究的整合，使其能够比单独实现更快的进步。分享跨学科的见解以及跨学科研究的结果有可能导致更强大的研究方法适用于所有三个社区，共同感兴趣的领域和连通性的发展，以及变革性综合实践的发展。为了促进数学、物理和化学教育界研究人员之间的合作，该项目在每次会议上提供三笔同行评审的小额赠款。这些将促进解决数学，物理和化学教育共同探究领域所需的跨学科研究。该项目团队包括国家认可的研究人员在本科数学，物理和化学教育谁组织了国家或国际会议在各自的领域。该项目提供了一个一流的机会，在数学，物理和化学教育研究人员之间建立社区和联系，并将其扩展到生物，工程和学习科学的教育研究人员。高年级研究生和博士后的参与建立了跨领域合作研究的能力。通过在这些学科内部和之间分享新的发现，社区可以分享观点，以加强这些会议产生的研究和实践成果，并扩大其影响。在研究界之外，该项目的研究结果可用于挑战当前的课堂实践，并为创建有可能直接影响STEM教育实践的教育材料和教学策略带来新的想法。该项目将通过全力支持21名研究生来建立能力，这些研究生有希望建立一个涉及数学和科学教育合作的研究项目。一个外部评估小组，谁是高度重视他们的贡献，以学科为基础的教育研究，将文件和评估项目的有效性，通过一个基于成果的，混合的方法设计。

Assessment/Research (91) This project is a collaborative project conducted by STEM education researchers from Purdue University and the San Diego State University Foundation. The project seeks to transform the compartmentalized way in which mathematics and science education research is conducted and reported by bringing together leading researchers in undergraduate mathematics, physics, and chemistry education for two four-day intensive conferences. The conferences are designed to create collaborative research programs and build capacity for integrative work by involving discipline-based education researchers and a significant number of graduate students in mathematics and science education. The theme of the conferences is to connect researchers across disciplines with complementary interests and expertise to one another. The conferences will drive forward the integration of education research in mathematics, physics and chemistry, enabling more rapid advances than could otherwise be achieved independently. Sharing insights across disciplines as well as results from cross-disciplinary studies has the potential to lead to more robust research methodologies suited for use in all three communities, the development of areas of common interest and connectivity, and the development of transformative integrated practices. To promote collaboration among researchers in the math, physics, and chemistry education communities, the project offers three peer-reviewed mini-grants at each conference. These will foster the interdisciplinary research needed to address areas of inquiry common to math, physics, and chemistry education. The project team includes nationally recognized researchers in undergraduate mathematics, physics, and chemistry education who have organized national or international conferences in their fields. The project offers a first-rate opportunity to build community and connections among researchers in mathematics, physics, and chemistry education and to extend these to education researchers in biology, engineering, and the learning sciences. The inclusion of senior level graduate students and post-docs builds capacity across fields for collaborative research. By sharing emergent findings within and across these disciplines, the communities can share perspectives to strengthen the outcomes of research and practices that emerge from these conferences and broaden their impact. Beyond the research community, the findings from this project can be used to challenge current classroom practices and to lead to new ideas for creating educational materials and teaching strategies that have the potential for directly impacting educational practices in STEM. The project will build capacity by fully supporting 21 graduate students who show promise of building a research program that involves collaborations between math and science education. A team of external evaluators, who are highly regarded for their contributions to discipline-based education research, will document and assess the effectiveness of the project through an outcome-based, mixed method design.