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

这项研究将调查促进或阻碍STEM本科生教师实施对学生成绩产生明显积极影响的策略的因素。这项研究将特别侧重于对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和他们的生活之间的联系，并在他们正在学习的STEM主题和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，导致更深层次的参与和参与，这反过来又增强了职业动机和表现。这项拟议的研究侧重于了解为什么教职员工决定采用紫外线照射或不照射等干预策略。本研究以多元化抵抗的组织理论和决策的社会心理学理论为框架。该项目团队将从具有全国代表性的样本中收集800多名本科生生物教师的数据。此外，还将采访40名入门生物教师，并与624名生物教师进行实地实验，以了解人们对采用或抵制以多样性为重点的干预措施的态度。在该项目的后几年，研究人员将对200名具有全国代表性的生物教师样本进行随机对照试验，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学习和学习环境中的基础研究，扩大对STEM的参与，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优势和更广泛的影响审查标准进行评估，被认为值得支持。

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.