Inverted and Active Learning Pedagogies (IALP) for Student Success and Retention

倒转主动学习教学法（IALP）促进学生成功和保留

• 批准号: 1611979
• 负责人: Reza Abbasian
• 金额: $ 29.18万
• 依托单位: Texas Lutheran University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-15 至 2020-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1611979&HistoricalAwards=false
• 关键词: Inverted; Active; Learning; Pedagogies; IALP

This project at Texas Lutheran University (TLU), a Hispanic Serving Institution (HSI), will determine the optimum combination of high impact inverted and active learning pedagogies (e.g., "flipped classroom") in order to maximize student success for groups underrepresented in STEM. The effort includes 40 college faculty and 350 undergraduate students in a flipped classroom experiment and the results will be compared with those gained from a similar, but more limited experiment which has been carried out at Harvey Mudd College. Results from the latter experiment appear to suggest that there is no difference in results between those students in typical versus flipped classrooms. Three primary research questions will be addressed: (1) What is the optimal combination of Inverted and Active Learning Pedagogies (IALP) that will maximize student learning for groups underrepresented in STEM? (2) How will the effectiveness and impact of IALP techniques differ for underrepresented groups and for students in highly selective STEM focused colleges? and (3) To what extent will the benefits of IALP be sustained in subsequent classes? The impact of IALP will be measured using pre-post test instruments, student scores on assignments, quizzes, exams and projects. Results gained throughout the semester are recorded and analyzed. Course content is optimized following data analysis at the end of each semester. The use of course sequences is providing control groups and facilitates measurement of impact on later courses. The research-design model and measurement tools produced are allowing researchers to replicate and further test IALP courses in institutions similar to Texas Lutheran University. A team of external evaluators are utilizing appropriate tools to conduct both formative and summative evaluation of the programs and the project. All evaluative processes are including checking and reporting systems designed to provide data and documentation of all activities from beginning to end.

德克萨斯路德大学（TLU）的这个项目，一个西班牙裔服务机构（HSI），将确定高影响力的倒置和主动学习方法的最佳组合（例如，“翻转课堂”），以最大限度地提高学生的成功，为群体在干。这项工作包括40名大学教师和350名本科生在翻转课堂实验，结果将与从一个类似的，但更有限的实验，已在哈维穆德学院进行了比较。后一个实验的结果似乎表明，在典型教室和翻转教室中的学生之间没有差异。三个主要的研究问题将得到解决：（1）什么是倒置和主动学习教学法（IALP）的最佳组合，将最大限度地提高学生的学习在STEM代表性不足的群体？(2)IALP技术的有效性和影响力对于代表性不足的群体和高度选择性的STEM重点大学的学生有何不同？（3）IALP的益处在多大程度上能在以后的班级中持续？IALP的影响将使用前后测试工具，学生在作业，测验，考试和项目中的得分来衡量。在整个学期中获得的结果进行记录和分析。课程内容在每个学期结束后进行数据分析。课程顺序的使用提供了对照组，便于衡量对以后课程的影响。研究设计模型和测量工具使研究人员能够在类似德克萨斯路德大学的机构中复制和进一步测试IALP课程。一个外部评估小组正在利用适当的工具对方案和项目进行形成性和总结性评估。所有评价过程都包括检查和报告系统，旨在提供所有活动从头到尾的数据和文件。