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DCL:HSI: Exploring how peer-collaborative math problem-solving courses and mentoring affect performance/persistence for HSI 2-year college and 4-year college transfer students

DCL:HSI：探索同伴协作数学问题解决课程和指导如何影响 HSI 2 年制大学和 4 年制大学转学生的表现/坚持

基本信息

批准号：
1644899
负责人：
Guadalupe Lozano
金额：
$ 30万
依托单位：
University of Arizona
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：
2016-09-01 至 2019-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1644899&HistoricalAwards=false
关键词：
DCL HSI Exploring how peer

项目摘要

Despite recently reported positive associations between active-learning instruction and STEM performance and persistence, the impact of active learning on the success of HSI two-year college, and 4-year college transfer students remains largely unstudied. Responding to the need for research on effects of particular strategies, this project will deploy and assess an instructional method/curricular focus concurrent with mentorship that is novel for the target population, and rich in the practices deemed essential for its success (e.g., frequent faculty interactions, and content-based peer-collaborations). Thus, this project will contribute to filling knowledge gaps on successful STEM interventions, and identify factors bearing upon the success of the target population. Addressing the need to build capacity to improve STEM teaching at two-year HSIs, this project will forge faculty collaborations across two- and four-year institutions, seeking to improve performance and persistence of the target population before and after transfer. The project goals are to design, implement, and assess interactive-engaged (IE) problem-solving courses complemented by mentorship for pre-calculus students at a large two-year HSI, and pre-calculus/calculus transfer students at a four-year emerging HSI. Curricula will be co-developed and IE-training will be collaborative. Outcomes will be assessed using locally relevant (e.g., final exams) and validated, national-scope measures (e.g., concept inventories), enabling comparison of target-group performance gains with national ones, and consistency of performance measures across time and institutions. Qualitative analyses of essay survey data will identify emergent themes in target-group perceptions of mentorship and overall project impact.

尽管最近报道了主动学习教学与STEM表现和持久性之间的积极关联，但主动学习对HSI两年制大学和4年制大学转学生成功的影响在很大程度上仍未得到研究。为了满足对特定策略效果的研究需求，本项目将部署和评估一种教学方法/课程重点，同时对目标人群进行新颖的指导，并丰富被认为对其成功至关重要的实践（例如，频繁的教师互动和基于内容的同行合作）。因此，该项目将有助于填补成功的STEM干预措施的知识空白，并确定影响目标人群成功的因素。为了满足提高两年制HSIs STEM教学能力的需要，该项目将在两年制和四年制院校之间建立教师合作，寻求提高目标人群在转学前后的表现和持续性。该项目的目标是设计，实施和评估互动参与（IE）解决问题的课程，辅之以辅导预演算的学生在一个大的两年制HSI，和预演算/演算转移学生在四年新兴的HSI。课程将共同编制，工业教育培训将是合作性的。将使用当地相关（例如，期末考试）和经过验证的全国范围的措施（例如，概念清单），能够将目标群体的业绩收益与国家业绩收益进行比较，以及不同时间和不同机构的业绩计量的一致性。论文调查数据的定性分析将确定新兴的主题，在目标群体的看法导师和整体项目的影响。