COLLABORATIVE RESEARCH: WIDER: Improving Undergraduate Education Through Community Building and Adoption of an Evidence-based Practice to Evaluate Undergraduate Research

合作研究：更广泛：通过社区建设和采用循证实践来评估本科研究来改善本科教育

• 批准号: 1347681
• 负责人: Jill Singer
• 金额: $ 65.9万
• 依托单位: SUNY College at Buffalo
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-01-01 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1347681&HistoricalAwards=false
• 关键词: COLLABORATIVE; RESEARCH; WIDER; Improving; Undergraduate

This project is testing, refining, and disseminating a promising evidence-based model for guiding effective undergraduate research. The model is based on five years of data. Additional testing and refinement activity are underway to ensure applicability across diverse institutional settings. The project will create and provide the resources needed to support successful implementation at any undergraduate institution. Through collaborations with the Council on Undergraduate Research (CUR) and the Science Education Resource Center SERC) at Carleton College, the project intends to foster national communities of STEM scholars who are trained and motivated to sustain and expand this model. The model is designed to ensure that the student learning outcomes from participation in undergraduate research are as strong as possible. It deliberately generates formative guidance during the research through a series of quantitative, built-in formative evaluations conducted over the duration of each research experience. Evaluation is a central component of this model. The model emphasizes multiple progress assessments by both faculty and students across a wide range of desirable outcomes, so that the evaluation process provides essential information used by both students and faculty to advance learning objectives. The design approach transcends specific STEM disciplines. This transcendent feature offers an opportunity to aggregate impact results across a series of undergraduate research experiences. The model's built-in evaluation feature will provide summary data on student learning that could be used to inform resource allocation decisions.

这个项目正在测试、提炼和传播一种有前景的循证模式，以指导有效的本科生研究。该模型基于五年的数据。正在进行更多的测试和改进活动，以确保适用于不同的机构环境。该项目将创建并提供所需的资源，以支持在任何本科院校成功实施。通过与卡尔顿学院本科生研究理事会(CUR)和科学教育资源中心(SERC)的合作，该项目旨在培养全国STEM学者社区，他们受到培训并受到激励，以维持和推广这一模式。该模式旨在确保学生通过参与本科生研究而获得的学习成果尽可能强。它通过在每个研究经历的持续时间内进行一系列量化的、内置的形成性评估，故意在研究期间产生形成性指导。评估是该模型的核心组成部分。该模式强调教师和学生对一系列理想结果的多重进展评估，因此评估过程提供了学生和教师都使用的基本信息，以推进学习目标。这种设计方法超越了特定的STEM学科。这一超凡的功能提供了一个机会，可以汇总一系列本科生研究经验的影响结果。该模型的内置评估功能将提供有关学生学习的汇总数据，这些数据可用于指导资源分配决策。