Promoting Adoption of Team-Based Learning Pedagogy in College Economics Classes

促进大学经济学课程中采用团队学习教学法

• 批准号: 1712295
• 负责人: Philip Ruder
• 金额: $ 27.82万
• 依托单位: Pacific University
• 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: 2017-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1712295&HistoricalAwards=false
• 关键词: Promoting; Adoption; Team; Based; Learning

This project will increase the use of Team-Based Learning (TBL) teaching practices in introductory economics courses. Team-Based Learning has been successful at improving student learning outcomes in several other STEM disciplines, but has had limited use in economics. One key project focus is to study the impact of this approach on the learning outcomes of underrepresented minorities and first-generation college students. The project will train faculty members to implement TBL via face-to-face and online active-learning workshops; empirically test the efficacy of TBL pedagogy in a variety of institutional settings, including public, private, four-year, two-year, and minority-serving institutions; and importantly will create an online library of TBL Application Exercises (AE) that economics instructors can freely adopt or adapt for use in their classrooms. The TBL Application Exercises and tools promoting their classroom use will be part of a new pedagogic module in the existing "Starting Point: Economics online pedagogic portal" previously created in collaboration with the Science Education Resource Center (SERC) at Carleton College with NSF support. In the second year, the project will focus on outreach. Assisted by its advisory board, the project will conduct webinars, regional workshops, and conference presentations to introduce economics instructors to TBL methodology and promote contributions to the AE library at the Starting Point site. The PIs will continue to manage the Starting Point site and AE submission process after NSF support for the project ends. Undergraduate level TBL pedagogy has been used for several decades in other disciplines, achieving increased student learning and engagement, particularly by women and under-represented minorities. TBL is generally used as a whole-course pedagogy that overlaps with other active learning strategies. It employs techniques that embody recent research findings in cognitive psychology about how students learn best, including engaging students actively with the material under study, requiring frequent retrieval of recently acquired information, spacing out study, and encouraging a growth mindset. TBL is particularly promising for economics classrooms because of the potential to engage students in predicting future trends, diagnosing current problems, and making policy recommendations. TBL experts serve on the advisory board, including the TBL founder, and will provide valuable feedback on project initiatives and progress. The Science Education Resource Center (SERC) is a partner in the project; SERC has extensive experience supporting web-based NSF projects. The project includes a development team representing a wide array of higher education institutions, including one HBCU and five two-year colleges. The project also builds on previous NSF-funded projects led by the project co-PIs (Awards 0088303, 0411037, 0817382, and 1245802) promoting evidence-based teaching in economics and NSF-funded projects led by one of the co-PIs (Awards 1043245, 1238279, and 1522234) supporting community college instructor use of these practices in economics.

该项目将在经济学入门课程中增加使用基于团队的学习（TBL）教学实践。基于团队的学习在其他几个STEM学科中成功地提高了学生的学习成果，但在经济学中的应用有限。一个关键的项目重点是研究这种方法对代表性不足的少数民族和第一代大学生的学习成果的影响。该项目将通过面对面和在线主动学习研讨会培训教师实施TBL;在各种机构环境中实证测试TBL教学法的有效性，包括公共，私人，四年制，两年制和少数民族服务机构;重要的是将创建一个TBL应用练习（AE）的在线图书馆，经济学教师可以自由采用或适应在课堂上使用。TBL应用练习和促进其课堂使用的工具将成为现有“起点：经济学在线教学门户”中新教学模块的一部分，该模块是在NSF的支持下与卡尔顿学院的科学教育资源中心（SERC）合作创建的。在第二年，该项目将侧重于外联。 在其咨询委员会的协助下，该项目将举办网络研讨会、区域研讨会和会议演讲，向经济学讲师介绍TBL方法，并促进对起点网站AE图书馆的贡献。在NSF对项目的支持结束后，PI将继续管理起点研究中心和AE提交流程。本科阶段的任务型教学法已在其他学科中使用了几十年，提高了学生的学习和参与度，特别是妇女和代表性不足的少数民族。任务型教学法通常作为一种全程教学法，与其他主动学习策略相重叠。它采用的技术体现了认知心理学关于学生如何学习得最好的最新研究成果，包括让学生积极参与学习材料，要求经常检索最近获得的信息，间隔学习，并鼓励成长心态。TBL对于经济学课堂来说尤其有前途，因为它有可能让学生参与预测未来趋势、诊断当前问题和提出政策建议。TBL的专家在咨询委员会中任职，包括TBL的创始人，并将对项目倡议和进展提供有价值的反馈。科学教育资源中心（SERC）是该项目的合作伙伴; SERC拥有支持基于网络的NSF项目的丰富经验。该项目包括一个代表各种高等教育机构的开发团队，其中包括一所HBCU和五所两年制学院。该项目还建立在以前由项目共同PI领导的NSF资助的项目的基础上（奖项0088303，0411037，0817382和1245802）促进经济学和NSF资助的项目的循证教学由共同PI之一领导（奖项1043245，1238279和1522234）支持社区大学教师在经济学中使用这些实践。

项目成果

Laying the groundwork for in-class groupwork with readings beyond the textbook

通过课本之外的阅读材料为课堂小组合作奠定基础

• DOI: 10.1080/00220485.2021.1963371
• 发表时间: 2021
• 期刊: The Journal of Economic Education
• 作者: Ruder, Phil

Getting started with team-based learning (TBL): An introduction

基于团队的学习 (TBL) 入门：简介

• DOI: 10.1080/00220485.2021.1925187
• 发表时间: 2021
• 期刊: The Journal of Economic Education
• 作者: Ruder, Phil;Maier, Mark H.;Simkins, Scott P.
• 通讯作者: Simkins, Scott P.

Team-based learning (TBL): Putting learning sciences research to work in the economics classroom

基于团队的学习（TBL）：将学习科学研究应用于经济学课堂

• DOI: 10.1080/00220485.2021.1925188
• 发表时间: 2021
• 期刊: The Journal of Economic Education
• 作者: Simkins, Scott P.;Maier, Mark H.;Ruder, Phil
• 通讯作者: Ruder, Phil

Challenges and lessons: Design and implementation of a multi-site evaluation of team-based learning

挑战和教训：设计和实施基于团队的学习的多地点评估

• DOI: 10.1080/00220485.2021.1925185
• 发表时间: 2021
• 期刊: The Journal of Economic Education
• 作者: Carson, Katherine Silz;Adams, Hiuko;Gonzalez-Ramirez, Jimena;Heinicke, Craig;Latham, James Michael;Maier, Mark;Malakar, C. Lucy;Ruder, Phil;Simkins, Scott P.
• 通讯作者: Simkins, Scott P.