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Collaborative Research: Scaling Undergraduate STEM Transformation and Institutional Networks for Engaged Dissemination (SUSTAINED)

合作研究：扩大本科生 STEM 转型和参与传播的机构网络（持续）

基本信息

批准号：
1524829
负责人：
Mel Sabella
金额：
$ 15.99万
依托单位：
Chicago State University
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：
2015-09-15 至 2020-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1524829&HistoricalAwards=false
关键词：
Collaborative Research Scaling Undergraduate STEM

项目摘要

This project is facilitating the growing use of STEM Learning Assistants in STEM departments in institutions of higher education and improving implementations of this approach. Learning Assistants (LAs) are talented highly-trained STEM undergraduates who are hired by university and two-year college STEM instructors to help transform courses to evidence-based approaches and assist enrolled students to get the full impact of active learning methods. The Learning Assistant model has spread rapidly into practice in the last few years. In response to growing use and requests for assistance, the team that created the LA model has recently developed an international Learning Assistant Alliance - a collaborative network of 88 institutions that use Learning Assistants to catalyze education transformation in mathematics, science, and engineering courses. Members of the LA Alliance also engage in collaborative research with peer institutions interested in developing and using improved outcome measures. Project resources are supporting the development and implementation of a web-based process for disseminating research-based LA instructional practices, including a database to provide resources and information for new users that will contribute to the efficient implementation of the LA model. Project resources are also supporting a large-scale research study of the learning outcomes and retention of over 50,000 undergraduates who have enrolled in courses using the LA model. With the initial support provided in this award, the LA Alliance is developing a governing structure and a plan for sustainable funding in years beyond the grant.The Learning Assistant model is a model for social and structural organization in undergraduate STEM education that is related to and builds on the work of Peter Senge on learning organizations and on the work of Jean Lave and Etienne Wenger on communities of practice. It is an approach to supporting the growing use of evidence-based instructional strategies. However, it is not a specific instructional strategy but rather a method of training and using advanced undergraduate students as course assistants and liaisons between instructors and students enrolled in a STEM course. Built into the model is the baseline expectation that participating institutions are working to bring about change in the way undergraduate courses are taught and to study the effectiveness of these changes.

该项目正在促进高等教育机构STEM部门越来越多地使用STEM学习助理，并改善这种方法的实施。学习助理（LA）是由大学和两年制大学STEM讲师聘请的有才华的训练有素的STEM本科生，以帮助将课程转变为基于证据的方法，并协助注册学生获得积极学习方法的全面影响。在过去的几年里，学习助手模式已经迅速推广到实践中。为了应对日益增长的使用和援助请求，创建LA模型的团队最近开发了一个国际学习助理联盟-一个由88个机构组成的合作网络，这些机构使用学习助理来促进数学，科学和工程课程的教育转型。LA联盟的成员还与有兴趣开发和使用改进的成果衡量标准的同行机构开展合作研究。项目资源正在支持开发和实施一个以网络为基础的进程，以传播以研究为基础的LA教学实践，包括一个数据库，为新用户提供资源和信息，这将有助于有效实施LA模式。项目资源还支持一项大规模的研究，研究学习成果和超过50，000名本科生的保留情况，这些本科生已经注册了使用LA模式的课程。在该奖项提供的初步支持下，LA联盟正在制定一个管理结构和一个计划，以便在赠款之后的几年内获得可持续的资金。学习助理模型是本科STEM教育中的社会和结构组织模型，与Peter Senge关于学习型组织的工作以及Jean Lave和Etienne Wenger关于实践社区的工作相关并建立在此基础上。这是一种支持越来越多地使用循证教学策略的方法。然而，它不是一种特定的教学策略，而是一种培训和使用高级本科生作为课程助理和教师与参加STEM课程的学生之间的联络人的方法。该模型的基本期望是，参与机构正在努力改变本科课程的教学方式，并研究这些变化的有效性。