Transforming Undergraduate STEM Education Through Development of Novel Cyberinfrastructure for General Chemistry eLearning

通过开发用于普通化学电子学习的新型网络基础设施来转变本科 STEM 教育

• 批准号: 1245527
• 负责人: John Brennan
• 金额: $ 20万
• 依托单位: Rutgers University New Brunswick
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-07-15 至 2017-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1245527&HistoricalAwards=false
• 关键词: Transforming; Undergraduate; STEM; Education; Through

This 24-month, TUES-Type1 project at Rutgers University New Brunswick is developing a novel cyberinfrastructure resource that provides General Chemistry 1 and 2 students an on-line environment for interactive, self-guided development of analytic problem solving skills. Known as GCeLS, for General Chemistry eLearning System, the project is organizing relational databases around a 'critical skills network' that serves as a central web connecting all elemental problem-solving steps. GCeLS is being developed to deliver custom exercises with tunable levels of difficulty and breadth of required skills. The interactive environment is incorporating deep feedback mechanisms through hints, guided solutions, and teaching modules. GCeLS is also providing a mechanism to track student data that can be used to assess mastery both by an individual student and by the instructor. The system is being engineered to allow instructors detailed control over problem delivery for either on-line homework assignments or to be used as a personalized study tool. By using an anytime, anywhere electronic resource to enable students to master commonly encountered challenges in General Chemistry, the project is enabling instructors to use limited face-to-face time with students to develop more deeply, the engaging concepts and challenges in chemistry. The enhanced classroom interactions with students is leading to a better educational experience of students in General Chemistry, and is leading to increased success, better retention, and more STEM majors. The transformational resource being developed by the project can be utilized by many institutions and even adapted to other disciplines. The project's evaluation is focusing on the impact GCeLS has on both student learning of and attitudes towards chemistry, and the nature of faculty instruction, and will have up to 120 students in each of the treatment and paired control groups. Pre- and post-test scores on select content areas and final exams results are being used to document impact on student learning of course content as well as degree of knowledge and skills transfer to other areas. SALG (Student Assessment of Learning Gains) surveys are used to assess changes in students' attitude towards chemistry. Pre- and post-surveys as well as structured interviews are informing the project about how faculty use the information provided by GCeLS to inform their instruction and student office hour visits.

这个为期24个月的，TUES-Type 1项目在罗格斯大学新玩法正在开发一种新的网络基础设施资源，提供普通化学1和2学生的互动，自我指导的分析解决问题的技能发展的在线环境。 该项目被称为GCeLS，即通用化学电子学习系统，它围绕一个“关键技能网络”组织关系数据库，作为连接所有基本问题解决步骤的中央网络。 GCeLS正在开发中，以提供具有可调难度和所需技能广度的自定义练习。 交互式环境通过提示、指导性解决方案和教学模块结合了深度反馈机制。 GCeLS还提供了一种跟踪学生数据的机制，可用于评估学生个人和教师的掌握程度。 该系统的设计允许教师详细控制问题的交付，无论是在线作业还是作为个性化的学习工具。 通过使用随时随地的电子资源，使学生能够掌握普通化学中常见的挑战，该项目使教师能够使用有限的面对面时间与学生更深入地发展化学中的迷人概念和挑战。 与学生加强课堂互动导致学生在普通化学更好的教育体验，并导致增加成功，更好的保留，更多的STEM专业。 该项目正在开发的转型资源可供许多机构使用，甚至适用于其他学科。 该项目的评估重点是GCeLS对学生学习和对化学的态度以及教师教学的性质的影响，每个治疗组和配对对照组将有多达120名学生。 选定内容领域的考试前和考试后分数以及期末考试结果被用来记录对学生学习课程内容的影响以及向其他领域转移知识和技能的程度。 SALG（学生学习成绩评估）调查用于评估学生对化学态度的变化。 前和后的调查，以及结构化的访谈是告知教师如何使用GCeLS提供的信息，以告知他们的教学和学生办公时间访问的项目。