Exploring the Role of Instructors' Social Networks in Undergraduate STEM Instructional Improvement

探索教师社交网络在本科生 STEM 教学改进中的作用

• 批准号: 1550990
• 负责人: Chris Rasmussen
• 金额: $ 5万
• 依托单位: San Diego State University Foundation
• 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: 2015-09-01 至 2017-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1550990&HistoricalAwards=false
• 关键词: Exploring; Role; Instructors; Social; Networks

Calls for improvement of undergraduate mathematics and science education have resulted in numerous initiatives that seek to improve student learning outcomes by promoting changes in teaching practices at the undergraduate level. Although many of these initiatives focus on individual instructors, contemporary theoretical approaches consider the academic department to be a highly productive unit for creating change because of the social nature of knowledge construction. The tools of social network analysis (SNA) can be productively used to determine the current state of academic departments, target participants for involvement in change initiatives, and inform higher education reform efforts to support quality teaching. The goal of this proposed two-workshop series is to accelerate knowledge development about the use of SNA in studying department-level change by bringing STEM education researchers who have been early users of these methods together with established SNA experts. Project aims are to: 1) develop a theoretical and practical foundation for SNA research related to department-level instructional change, 2) identify key metrics and measurement techniques, 3) develop a coherent research program among early users of SNA methods in undergraduate STEM education research and 4) pool several data sets to begin articulation of normal values for key metrics. The work will contribute to the intent of the Improving Undergraduate STEM Education in the Directorate for Education and Human Resources (IUSE-EHR).The two-workshops, punctuated by virtual meetings in between, will bring together STEM education researchers, who have been early adopters of these methods, as well as novices in SNA use, with recognized SNA experts. Four institutional teams (Oregon State University, San Diego State University, University of California-San Diego, and Western Michigan University) will comprise the core teams with a total of eight researchers. An additional eight participants from other institutions, who are less active in regard to SNA, will be invited to participate in order to provide for more diverse perspectives, as well as to expand their capacity and provide momentum for additional research in this area. These interactions will result in consensus on a theoretical framing for SNA related to departmental change, metrics for measurement in this regard, a research focus, and sharing of data sets. Ultimately, it is expected that a more robust research agenda in regard to the use of social network analysis (SNA) in studying departmental change will occur.

要求改善本科数学和科学教育的呼声导致了许多旨在通过促进本科教学实践的变化来提高学生学习成果的举措。虽然许多这些举措侧重于个别教师，当代的理论方法认为学术部门是一个高生产力的单位，因为知识建设的社会性质，创造变化。 社会网络分析（SNA）的工具可以有效地用于确定学术部门的现状，参与变革举措的目标参与者，并为高等教育改革工作提供信息，以支持优质教学。 这一拟议的两个研讨会系列的目标是，通过将早期使用这些方法的STEM教育研究人员与SNA专家聚集在一起，加速关于使用SNA研究部门级变化的知识发展。 项目目标是：1）为SNA研究建立与系级教学变革相关的理论和实践基础，2）确定关键指标和测量技术，3）在本科STEM教育研究中SNA方法的早期用户中开发一个连贯的研究计划，4）汇集几个数据集，开始阐明关键指标的正常值。 这项工作将有助于教育和人力资源局（IUSE-EHR）改善本科生STEM教育的意图。这两个研讨会将汇集STEM教育研究人员，他们是这些方法的早期采用者，以及SNA使用的新手，与公认的SNA专家。 四个机构团队（俄勒冈州州立大学、圣地亚哥州立大学、加利福尼亚大学圣地亚哥分校和西密歇根大学）将组成核心团队，共有八名研究人员。 将另外邀请其他机构的八名参与者参加，他们在国民账户体系方面不太活跃，以便提供更多样化的观点，并扩大他们的能力，为这一领域的更多研究提供动力。 这些互动将导致就国民账户体系与部门变化有关的理论框架、这方面的计量标准、研究重点和数据集共享达成共识。 最后，预计将出现一个更强有力的研究议程，利用社会网络分析（SNA）研究部门的变化。