An Institutional Model for Increasing Student Engagement through Course-embedded Undergraduate Research Experiences

通过课程嵌入的本科生研究经验提高学生参与度的制度模型

• 批准号: 1623779
• 负责人: Clay Runck
• 金额: $ 162.98万
• 依托单位: Georgia Gwinnett College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-10-01 至 2022-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1623779&HistoricalAwards=false
• 关键词: Institutional; Model; Increasing; Student; Engagement

Through the project titled "An Institutional Model for Increasing Student Engagement through Course-embedded Undergraduate Research Experiences," investigators at Georgia Gwinnett College will build upon a pilot project - Four Year Undergraduate Research and Creative Experience (4YrURCE) - to increase knowledge about the relationships between research and student outcomes such as improved learning and increased career interest in science, technology, engineering, and mathematics (STEM) disciplines. They will do this by supplementing traditional faculty-mentored research and classroom instruction with Course-embedded Undergraduate Research Experiences (CUREs). Each Course-embedded Undergraduate Research Experience (CURE) will provide a scaffolding of research skills, creative abilities, and core content knowledge (STEM competencies). As students progress through multiple CUREs, they will build on these competencies and gain the ability, confidence, and skills to conduct independent research and to enter the STEM workforce. Key components of the project will include a Peer Tutoring Intervention Program (PTIP) in freshman gateway STEM courses as an integrated component of the 4YrURCE model; a Faculty Development Institute will provide an opportunity to engage participants in practicing evidence-based pedagogies, reflecting on the learning outcomes, considering how all students - especially under-prepared and underrepresented students - thrive in active learning environments and learn how to build student metacognitive skills, resilience, and grit; and a research study on the efficacy of the CUREs model using a systems approach framework. To increase broader impacts, the project will provide stipends for faculty members at other institutions to engage in the faculty development activities and mini-grants to thirteen faculty members to pilot and test CUREs on their campuses.The overarching goals of the project are to build upon the on-going 4YrURCE pilot project designed to improve STEM learning and engagement and to conduct a longitudinal study on the efficacy of the proposed CUREs model. The specific objectives are to: (1) increase enrollment, persistence, and retention rates of underrepresented and under-prepared students in STEM disciplines; (2) provide research-based curricula founded on STEM competencies that provide multiple research and creative experiences for all students during all four years of matriculation; (3) provide leadership to a diverse group of students through peer mentoring and peer tutoring opportunities; and (4) provide diverse faculty that use evidence-based pedagogies to engage students, promote learning, develop students' metacognitive skills, and promote resilience among students. Mixed methods will be used to evaluate the project both formatively and summatively. Results are anticipated to show the extent to which the interventions (i.e. PTIP, CURE, etc.) impact student performance and student success including demonstrated increases in STEM competencies, engagement, retention, and completion and the extent to which the faculty development strategies improve adoption of effective pedagogical strategies.

通过题为“通过课程嵌入式本科研究经验增加学生参与的机构模式”的项目，格鲁吉亚格温内特学院的研究人员将建立在一个试点项目-四年本科研究和创造性经验（4 YrURCE）-以增加对研究和学生成果之间关系的了解，如改善学习和提高对科学，技术，工程，数学（STEM）学科。 他们将通过补充传统的教师指导的研究和课堂教学与课程嵌入式本科生研究经验（CUREs）来做到这一点。 每个课程嵌入式本科研究经验（CURE）将提供研究技能，创造能力和核心内容知识（STEM能力）的脚手架。随着学生通过多个CURE的进展，他们将建立在这些能力，并获得进行独立研究和进入STEM劳动力的能力，信心和技能。该项目的关键组成部分将包括在新生入门STEM课程中的同伴辅导干预计划（PTIP），作为4年URCE模式的一个组成部分;教师发展研究所将提供一个机会，让参与者实践循证医学，反思学习成果，考虑到所有学生--特别是准备不足和代表性不足的学生--如何在积极的学习环境中茁壮成长，并学习如何建立学生的元认知技能，韧性和勇气以及利用系统方法框架进行的一项关于CURES模式功效的研究。 为了扩大影响，该项目将为其他机构的教师提供津贴，以从事教师发展活动，并为13名教师提供小额赠款，以在其校园内试点和测试CURE。该项目的总体目标是建立在持续4年的试点项目，旨在改善STEM学习和参与，并对拟议的CURE的有效性进行纵向研究模型 具体目标是：（1）提高STEM学科中代表性不足和准备不足的学生的入学率，坚持率和保留率;（2）提供基于STEM能力的研究课程，为所有学生在入学四年期间提供多种研究和创造性经验;（3）通过同伴指导和同伴辅导机会为多样化的学生群体提供领导力;以及（4）提供多样化的教师，使用循证医学来吸引学生，促进学习，培养学生的元认知技能，并提高学生的适应力。 将采用混合方法对项目进行形成性和总结性评估。 预计结果将显示干预措施（即PTIP、CURE等）影响学生的表现和学生的成功，包括在干能力，参与，保留和完成证明增加，以及在何种程度上教师发展战略提高采用有效的教学策略。