Increasing Student Engagement by Improving Social-cognitive Bias Education

通过改善社会认知偏见教育来提高学生的参与度

• 批准号: 1648016
• 负责人: Johnny Hurtado
• 金额: $ 79.17万
• 依托单位: Texas A&M Engineering Experiment Station
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-03-01 至 2020-02-29
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1648016&HistoricalAwards=false
• 关键词: Increasing; Student; Engagement; Improving; Social

Developing and maintaining outstanding STEM workers is critical to America's global competitiveness. Innovation is limited when resources are untapped. Throughout the United States, there is a great demand for engineers and scientists who are well-trained and well-equipped for today's STEM workforce, including the engineering professoriate. This project seeks to design, implement, and study a faculty development program that addresses two major factors influencing student retention: (a) reducing the "chilly climate" that underrepresented engineering students' experience and (b) increasing active learning opportunities in the engineering classroom. Through the use of specialized readings, workshops, and small group discussions and activities, participating engineering faculty will be offered support on active learning instructional practices and on creating an inclusive learning environment for students from diverse backgrounds. This grant project is closely linked with current priorities of the National Science Foundation's Broadening Participation in Engineering program. By enhancing instruction and improving the engineering classroom climate, engineering faculty are likely to create more inclusive learning environments that may increase the number of underrepresented students who pursue engineering.The investigators purport to develop a training program for engineering faculty that equip them with strategies and skills to reduce their social cognitive biases and the effects of such biases have on success outcomes for students, especially underrepresented student groups. Using a mixed-method research design, the results of the faculty development program will be analyzed at multiple levels to determine the impact the project had on engineering students and faculty. If successful, it has immense potential to improve engineering instruction and classroom climate in higher education across the country. To this end, all data collections will focus on the following:(1) Faculty reactions to the program,(2) Observed changes in instructional practice,(3) Student experiences of the classroom climate,(4) Student engagement in the classroom,(5) Student engagement in subsequent courses, and(6) Student retention in the engineering curriculum.The project is targeting components of the effort that can be easily adapted by others, by identifying the limitations that exist and the resources that are needed to scale the effort. A website will be created to provide program information to the community and workshops are planned for meetings of the Engineering Deans Council and the SEC. The project will also leverage the ADVANCE Implementation Mentors (AIM) Network to connect with the representative institutions and further encourage adaptation of the effort's strategies and materials.

培养和留住优秀的STEM人才对美国的全球竞争力至关重要。当资源未被开发时，创新是有限的。在整个美国，对训练有素、装备精良的工程师和科学家，包括工程教授，都有很大的需求。本项目旨在设计、实施和研究一项教师发展计划，以解决影响学生留存的两个主要因素：(a)减少工科学生经历不足的“寒冷气候”，(b)增加工程课堂上的主动学习机会。通过使用专业阅读、研讨会和小组讨论和活动，参与的工程学院将在主动学习教学实践和为来自不同背景的学生创造包容性学习环境方面提供支持。该资助项目与美国国家科学基金会“扩大参与工程”计划的当前优先事项密切相关。通过加强教学和改善工程课堂氛围，工程学院有可能创造更具包容性的学习环境，这可能会增加攻读工程专业的学生人数。研究人员声称要为工程学院制定一个培训计划，让他们掌握策略和技能，以减少他们的社会认知偏见，以及这种偏见对学生，尤其是代表性不足的学生群体的成功结果的影响。使用混合方法研究设计，教师发展计划的结果将在多个层面进行分析，以确定该项目对工程专业学生和教师的影响。如果成功，它将有巨大的潜力改善全国高等教育的工程教学和课堂氛围。为此，所有数据收集将集中在以下方面：(1)教师对项目的反应，(2)观察到的教学实践变化，(3)学生对课堂气氛的体验，(4)学生对课堂的参与，(5)学生对后续课程的参与，以及(6)学生对工程课程的保留。通过确定存在的限制和扩展工作所需的资源，项目的目标是可以被其他人轻松调整的工作组件。将建立一个网站，向社区提供项目信息，并计划为工程院长委员会和SEC会议举办研讨会。该项目还将利用ADVANCE实施导师（AIM）网络与代表性机构建立联系，进一步鼓励调整该项目的战略和材料。

项目成果

Resources for Faculty Development: Implicit Bias, Deficit Thinking, and Active Learning

教师发展资源：内隐偏见、赤字思维和主动学习

• DOI: 10.18260/1-2--32246
• 发表时间: 2019
• 期刊: 2019 ASEE Annual Conference & Expositio
• 作者: Martin, R. C.;Lang, C. K.;Liu, S.-N. C.;Sandoval, C. L.;Bergman, M. E.;& Froyd, J. E.
• 通讯作者: & Froyd, J. E.

Developing Emergent Codes for the Classroom Observation Protocol for Undergraduate STEM (COPUS)

为本科生 STEM 课堂观察协议 (COPUS) 开发紧急代码

• DOI: 10.1109/fie.2018.8659116
• 发表时间: 2018
• 期刊: 2018 IEEE Frontiers in Education Conference (FIE
• 作者: Liu, Sin-Ning Cindy;Lang, Cynthia K.;Merrill, Brooke A.;Leos, Adrian;Harlan, Kaitlin N.;Sandoval, Carolyn L.;Bergman, Mindy E.;Froyd, Jeffrey E.
• 通讯作者: Froyd, Jeffrey E.

DIY Classroom Observations: A Toolkit for Novice Classroom Observers

DIY 课堂观察：课堂观察新手工具包

• 发表时间: 2019
• 期刊: 2019 ASEE Annual Conference & Exposition
• 作者: Leos, A.;Harlan, K. N.;Merrill, B. A.;Liu, S.-N. C.;Lang, C. K.;Martin, R. C.;Sandoval, C. L.;Bergman, M. E.
• 通讯作者: Bergman, M. E.

Improving Student Experiences to Increase Student Engagement (ISE-2)

改善学生体验以提高学生参与度 (ISE-2)

• 发表时间: 2018
• 期刊: 2018 ASEE Annual Conference and Exposition
• 作者: Liu, S.-N. C.;Lang, C. K.;Sandoval, C. L.;Bergman, M. E.;Froyd, J. E
• 通讯作者: Froyd, J. E