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.

该项目正在测试、完善和传播一个有前景的循证模型，以指导有效的本科生研究。 该模型基于五年的数据。 其他测试和改进活动正在进行中，以确保在不同机构环境中的适用性。该项目将创建并提供支持在任何本科机构成功实施所需的资源。 通过与卡尔顿学院本科生研究委员会 (CUR) 和科学教育资源中心 SERC) 合作，该项目旨在培育全国 STEM 学者社区，这些学者接受过培训并有动力维持和扩展这一模式。 该模型旨在确保学生通过参与本科研究获得尽可能好的学习成果。它通过在每次研究经历期间进行的一系列定量的、内置的形成性评估，有意在研究过程中产生形成性指导。评估是该模型的核心组成部分。该模型强调教师和学生对各种理想结果进行多重进展评估，以便评估过程提供学生和教师用来推进学习目标的基本信息。 设计方法超越了特定的 STEM 学科。 这一卓越的功能提供了一个机会来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学生学习的汇总数据，可用于为资源分配决策提供信息。