Collaborative Research: The Common Problem Pedagogy Project

合作研究：常见问题教育学项目

• 批准号: 1712215
• 负责人: Patricia Clark
• 金额: $ 6.1万
• 依托单位: SUNY College at Oswego
• 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: 2017-08-15 至 2020-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1712215&HistoricalAwards=false
• 关键词: Collaborative; Research; Common; Problem; Pedagogy

The economic prosperity of the United States relies on progress in science, the advancement of national health initiatives, and overall national prosperity in an increasingly technical economy. This prosperity relies on a talented workforce with the ability to nimbly address new challenges and develop innovative technologies. The Common Problem Pedagogy project seeks to improve STEM teaching and learning through the integration of cross-disciplinary experiences and applied learning opportunities in ways that will strengthen STEM workforce preparation and produce a more STEM-literate public. STEM faculty will partner with one or more colleagues from the arts and humanities to identify a community partner with a significant problem or issue relevant to their disciplines. Each faculty member will incorporate problem-based learning activities in their courses to address the problem. Interdisciplinary teams of students from their classes will work together, applying the perspectives and tools of inquiry from their respective disciplines, to develop potential solutions that will be presented to the community partner at the end of the semester.This project will be implemented on four SUNY Campuses: Cortland, Oneonta, Oswego, and Plattsburgh. The goals of the project are to demonstrate the effectiveness of Common Problem Pedagogy on student learning within STEM disciplines, to increase the number of STEM instructors proficient in this pedagogy, and to identify strategies for scaling up this methodology for large-scale adoption across the SUNY system and beyond. Thirty-two faculty members from the four campuses will participate in professional development opportunities to learn about the new pedagogy, implement it in their classes, and then evaluate the impact of this approach on the achievement of student learning outcomes related to problem-solving using interdisciplinary approaches. A train-the-trainer model will be adopted, whereby participating faculty members recruit additional faculty members to participate in future semesters. The principal investigators will gather data from participating faculty and community partners to identify challenges associated with implementing this method, and to evaluate students' success in working with community partners in cross-disciplinary teams to address meaningful, real-world problems.

美国的经济繁荣依赖于科学的进步，国家健康计划的进步，以及在日益技术化的经济中的整体国家繁荣。这种繁荣依赖于有能力灵活应对新挑战和开发创新技术的人才队伍。共同问题教学法项目旨在通过整合跨学科经验和应用学习机会来改善STEM教学和学习，以加强STEM劳动力的准备并培养更多的STEM知识公众。 STEM教师将与来自艺术和人文学科的一名或多名同事合作，以确定与其学科相关的重大问题或问题的社区合作伙伴。每个教师将在他们的课程，以解决问题为基础的学习活动。跨学科小组的学生将从他们各自的学科一起工作，应用的观点和调查工具，开发潜在的解决方案，将提交给社区的合作伙伴在学期末。这个项目将在四个SUNY校园实施：科特兰，奥塔，奥斯韦戈，和普拉茨堡。该项目的目标是展示常见问题教学法对STEM学科学生学习的有效性，增加精通这种教学法的STEM教师的数量，并确定扩大这种方法的战略，以便在SUNY系统内外大规模采用。来自四个校区的32名教师将参加专业发展机会，了解新的教学法，在课堂上实施，然后评估这种方法对学生学习成果的影响，这些学生学习成果与使用跨学科方法解决问题有关。将采用培训培训员模式，参与的教员将招募更多的教员参加未来的学期。主要研究人员将从参与的教师和社区合作伙伴收集数据，以确定与实施这种方法相关的挑战，并评估学生在跨学科团队中与社区合作伙伴合作以解决有意义的现实问题的成功。