Collaborative Research: Understanding and Reducing Student Resistance as a Barrier to Faculty Change

合作研究：理解和减少学生抵制作为教师变革的障碍

• 批准号: 1347580
• 负责人: Charles Henderson
• 金额: $ 3.78万
• 依托单位: Western Michigan University
• 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: 2013-09-15 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1347580&HistoricalAwards=false
• 关键词: Collaborative; Research; Understanding; Reducing; Student

This WIDER research project focuses on understanding student resistance as a barrier to STEM faculty adoption of evidence-based teaching methods in the context of introductory engineering courses at University of Michigan, Virginia Tech, North Carolina A & T, and Bucknell University. The project is investigating three related research questions, including: 1) What factors (including faculty strategies, student experience, institution and course type, and student and faculty characteristics) influence student resistance to nontraditional teaching methods? 2) To what extent does expectancy violation theory explain student resistance to nontraditional teaching methods? and 3) What specific, evidence-based strategies (and in what contexts) can faculty employ to significantly reduce student resistance? To address these questions, the project team is employing rigorous instrument development procedures to design surveys to measure student resistance and expectancy violation, and conducting in-depth studies at a range of institutions, combining qualitative methods with quantitative surveys to identify additional factors related to student resistance. The final phase of the project includes a full-scale study of 20 introductory engineering courses. Expected products include evidence-based strategies faculty can use to reduce student resistance, student surveys that faculty can use to monitor their own progress in reducing student resistance, and a classroom observation protocol focusing on student resistance.

这个WIDER研究项目的重点是了解学生的阻力作为一个障碍，以干教师采用循证教学方法的背景下，介绍工程课程在密歇根大学，弗吉尼亚理工大学，北卡罗来纳州AT，和巴克内尔大学。本研究探讨三个相关的研究问题，包括：1）哪些因素（包括教师策略，学生的经验，机构和课程类型，学生和教师的特点）影响学生对非传统教学方法的抵制？2)期望违背理论在多大程度上解释了学生对非传统教学方法的抵制？以及3）教师可以采用哪些具体的、基于证据的策略（以及在哪些情况下）来显著减少学生的抵制？为了解决这些问题，项目小组正在采用严格的工具开发程序来设计调查，以衡量学生的抵制和违反期望的情况，并在一系列机构进行深入研究，将定性方法与定量调查相结合，以确定与学生抵制有关的其他因素。该项目的最后阶段包括对20门入门工程课程进行全面研究。预期的产品包括基于证据的策略教师可以用来减少学生的阻力，学生调查，教师可以用来监测自己的进展，减少学生的阻力，和课堂观察协议，重点是学生的阻力。