Enhancing STEM Education at Oregon State University (ESTEME@OSU)

在这个机构实施项目中，俄勒冈州立大学STEM专业的学生的学习和保持能力正在得到加强，这是由于在生物、化学、工程、数学和物理等基于微积分的一年级和二年级课程中广泛实施了循证教学实践(EBIP)。EBIP课程的引入和扩展基于两种教学方法，具有广泛的有效性证据，即互动参与讲课和在工作室实验室/复习部分进行正式合作学习。通过对组织变革采取有理论基础的行动研究方法，即建立侧重于教学设计和学习的学科间和学科内实践社区(COP)，促进了EBIP实施的增长。这些辅导员包括创新者、教学人员、研究生和本科生助理。缔约方会议本身是行动研究的对象，该研究正在审查参与者对课程和教学改革的解释、含义和联系，以及这些因素如何影响他们与实施EBIP相关的决策过程。这项研究正在使用一种混合方法来评估EBIP的有效性，以衡量学生的学习、与学习相关的信念以及促进学习的社会变量。研究成果正在全校范围内更广泛地共享，以促进进一步的认识和改变。这一努力的目标是在STEM学科中广泛实施EBIPs课程，证明其对学生成功的有效性，并建立制度化的基础设施，通过教师发展和本项目结束后对有效性的监测来继续改革进程。项目的成功是由详细和理论上扎实的行动和研究计划以及一支高素质的团队推动的。该项目团队包括激励者、院长、系主任、教育创新者和教育研究人员。该项目建立在NSF资助的过去成功的创新基础上。咨询小组包括课程和教学、组织变革、心理测量学和教育研究等教育实践方面的杰出专业知识。该组织研究计划建立在突发组织变革、实践社区和意向性概念变革的理论基础上。每年约有10,000名俄亥俄州立大学STEM学生接触到EBIP，极有可能影响他们的学习和保持。大约50名俄亥俄州立大学教职员工和300名学生教师将增强对互动参与和正式合作学习环境的了解，并改变他们的信念。将建立一个可持续的基础设施，以继续改进和实施EBIPS。在项目结束时，我们将了解(I)共同的EBIP如何在不同的学术环境和学科中表现出来，(Ii)EBIP课程的单一和多重经历如何影响学生的学习、动机、自我效能、个人认识论、社区意识和社会网络，以及(Iii)实践社区的元素如何使教师能够在他们自己的课程中了解和实施EBIP。总体而言，这些智力贡献将对其他试图鼓励更多实施EBIP的人产生长期影响。

In this Institutional Implementation project, learning and retention is being enhanced for students in STEM disciplines at Oregon State University resulting from the broad implementation of evidence-based instructional practices (EBIPs) in calculus based freshmen and sophomore level courses in biology, chemistry, engineering, mathematics, and physics. The introduction and expansion of EBIP courses are based on two instructional approaches with a broad evidence of effectiveness, interactive engagement in lecture and formal cooperative learning in studio workshop laboratory/recitation sections. Growth of EBIP implementation is being catalyzed through a theoretically grounded action research approach to organizational change, namely the establishment of inter- and intra-disciplinary communities of practice (CoP) focused on instructional design and learning. These CoPs include innovators, instructional faculty, and graduate and undergraduate assistants. The CoPs themselves are the subject of action research that is examining the participants' interpretations, meanings, and connections related to curricular and pedagogical reform and how these influence their decision making processes related to implementing EBIPs. The research is evaluating the effectiveness of EBIPs using a mixed methods approach to measuring student learning, beliefs related to learning, and social variables that facilitate learning. The research results are being shared more broadly across the university to facilitate further awareness and change. The goal of this effort by its conclusion is broad implementation of EBIPs courses in STEM disciplines, evidence of their effectiveness on student success, and an institutionalized infrastructure to continue the reform process through faculty development and monitoring of effectiveness after the conclusion of this project. Project success is facilitated by a detailed and theoretically grounded plan of action and research and a highly qualified team. The project team includes provosts, deans, department chairs, educational innovators and educational researchers. The project builds on successful past innovations from NSF funding. The advisory panel includes prominent expertise in educational practices of curriculum and instruction, organizational change, psychometrics, and educational research. The organizational research plan is founded on theories of emergent organizational change, communities of practice, and intentional conceptual change.Approximately 10,000 OSU STEM students will be exposed to EBIPs annually, with highly likely impacts on their learning and retention. Approximately 50 OSU faculty and 300 student instructors will have enhanced knowledge of and changed beliefs about interactive engagement and formal cooperative learning environments. A sustainable infrastructure for continued improvement and implementation of EBIPS will be in place. At the conclusion of this project we will understand (i) how common EBIPs are manifested in different academic environments and disciplines, (ii) how singular and multiple experiences with EBIPs courses impact student learning, motivation, self-efficacy, personal epistemology, sense of community, and social networks, and (iii) how elements of communities of practice enable faculty to learn about and implement EBIPs in their own courses. Collectively, these intellectual contributions will have long lasting impact on others attempting to encourage the increased implementation of EBIPs.