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Understanding and Removing Faculty Barriers for the Adoption and Implementation of Proven Interventions

了解并消除采用和实施经过验证的干预措施的教师障碍

基本信息

批准号：
1759947
负责人：
Dustin Thoman
金额：
$ 110.36万
依托单位：
San Diego State University Foundation
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2018
资助国家：
美国
起止时间：
2018-07-15 至 2024-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1759947&HistoricalAwards=false
关键词：
Understanding Removing Faculty Barriers Adoption

项目摘要

This study will investigate the factors that facilitate or hinder STEM undergraduate instructors from implementing strategies that have demonstrably positive impacts on student outcomes. The research will specifically focus on the study of one such intervention called the Utility Value Intervention (UVI), which has been shown to have a positive impact especially on students who are first generation college students or who are from racial and ethnic minority groups that are underrepresented in STEM fields. The UVI helps students to discover connections between science topics and their lives, and to make connections between STEM topics they are studying and their goals. Making these connections helps students appreciate the value of the work, leading to a deeper engagement and involvement which, in turn, enhances career motivation and performance. The proposed research focuses on understanding why faculty decide to adopt intervention strategies such as the UVI or not. The study is framed by organizational theories of diversity resistance and social psychological theories of decision making. The project team will collect data from over 800 undergraduate biology instructors from a nationally representative sample. This will be complemented by interviews with 40 introductory biology instructors and field experiments with 624 biology instructors to understand attitudes toward adopting or resisting diversity-focused interventions. In later years of the project, the investigators will conduct a randomized controlled trial testing the optimized intervention delivery methods with a new nationally representative sample of 200 biology instructors. This project is supported by the Education and Human Resources Core Research Program, which funds fundamental research in STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

本研究将调查促进或阻碍STEM本科教师实施对学生成绩产生明显积极影响的策略的因素。该研究将特别关注一种名为效用价值干预（UVI）的干预措施的研究，该干预措施已被证明对第一代大学生或来自STEM领域代表性不足的种族和少数民族群体的学生产生了积极影响。UVI帮助学生发现科学主题与他们的生活之间的联系，并在他们正在学习的STEM主题与他们的目标之间建立联系。建立这些联系有助于学生欣赏工作的价值，从而更深入地参与和参与，这反过来又会增强职业动机和表现。拟议的研究重点是了解为什么教师决定采取干预策略，如UVI或不。本研究以组织多样性抵抗理论和决策的社会心理学理论为框架。该项目小组将从全国代表性样本中收集800多名本科生物学教师的数据。这将通过与40名生物学导论教师的访谈和与624名生物学教师的实地实验来补充，以了解对采用或抵制以多样性为重点的干预措施的态度。在该项目的后期，研究人员将进行一项随机对照试验，以200名生物学教师的新的全国代表性样本测试优化的干预提供方法。该项目由教育和人力资源核心研究计划支持，该计划资助STEM学习和学习环境的基础研究，扩大STEM参与，以及STEM劳动力发展。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。