Collaborative Research: Improving Undergraduate Student Success in Introductory STEM Courses Via Campus Data Systems and Targeted Support for Self-Regulated Learning

合作研究：通过校园数据系统和对自我调节学习的有针对性的支持，提高本科生在 STEM 入门课程中的成功率

• 批准号: 1821594
• 负责人: Jeffrey Greene
• 金额: $ 100.61万
• 依托单位: University of North Carolina at Chapel Hill
• 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: 2018-10-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1821594&HistoricalAwards=false
• 关键词: Collaborative; Research; Improving; Undergraduate; Student

This collaborative project includes investigators at the University of North Carolina at Chapel Hill (Award DUE-1821594), the University of Nevada at Las Vegas (UNLV; Award DUE-1821601), and the College of Southern Nevada. The United States has an ongoing need for more STEM professionals. College students who initially major in STEM cite the coursework as a major reason for leaving STEM to pursue other interests. Instructors who move away from lectures to more engaging kinds of instruction find that their students are more likely to stay in STEM majors, but only when the students know how to learn in these new environments. Unfortunately, many students have simply not experienced engaging instruction and therefore have not developed the knowledge and skills to take full advantage of it. This project will develop models to identify struggling students in introductory STEM courses (especially biology and anatomy and physiology) and will test interventions to help these students gain the knowledge and skills they need to benefit from active-learning course formats. This work should provide knowledge that can be used to increase students' success and retention in the courses under study, and should inform similar interventions in other STEM courses.In this project, the investigators will combine: 1) identifying struggling students with an existing data-driven, web-based approach for early identification and 2) support of struggling college students with a robust initiative focused on retaining students who traditionally have not persisted in STEM fields. Specifically, a previous project at UNLV, Learning Theory and Analytics as Guides to Improve Undergraduate STEM Education (LearningTAGs), has developed a data-driven approach for identifying and directly intervening with struggling students. In addition, the Finish Line Project at UNC-Chapel Hill has found that first-generation college students benefit most from early intervention, accessible academic coaches, and active-learning STEM classrooms. The LearningTAGs methods can be expanded to better serve struggling students by integrating findings from the Finish Line Project. The researchers will (1) develop and test UNLV's LearningTAGs prediction modeling and digital intervention at UNC (another highly selective, public institution) as well as at the College of Southern Nevada (an open enrollment two-year college); (2) leverage Finish Line Project findings about academic coaching to test various support interventions (i.e. online self-regulated learning instructional modules, academic coaching, and supplemental instruction); and (3) identify whether support efficacy varies across different groups of students, including students from groups that are underrepresented in STEM and first-generation college students. The campus data infrastructure and student support platform that is tested and refined in this project should provide a model that can be replicated at other colleges and universities, using the universities' existing data from learning management systems.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.

该合作项目包括北卡罗来纳大学教堂山分校（奖励DUE-1821594）、内华达大学拉斯维加斯分校（UNLV；奖励DUE-1821601）和南内华达学院的研究人员。美国一直需要更多的STEM专业人员。最初主修STEM的大学生将课程作为离开STEM去追求其他兴趣的主要原因。从讲课转向更吸引人的教学方式的教师发现，他们的学生更有可能留在STEM专业，但前提是学生知道如何在这些新环境中学习。不幸的是，许多学生根本没有经历过引人入胜的教学，因此没有发展出充分利用它的知识和技能。该项目将开发模型，以识别在STEM入门课程（特别是生物学和解剖学和生理学）中遇到困难的学生，并将测试干预措施，以帮助这些学生从主动学习的课程形式中获得所需的知识和技能。这项工作应提供可用于提高学生在所研究课程中的成功和保留的知识，并应为其他STEM课程的类似干预提供信息。在这个项目中，研究人员将结合：1)用现有的数据驱动的、基于网络的方法来识别困难的学生，以进行早期识别；2)通过一个强有力的计划来支持困难的大学生，重点是留住传统上没有坚持STEM领域的学生。具体来说，以前在UNLV的一个项目，学习理论和分析作为改善本科STEM教育的指南（LearningTAGs），已经开发了一种数据驱动的方法来识别和直接干预困难的学生。此外，北卡罗来纳大学教堂山分校的终点线项目发现，第一代大学生从早期干预、无障碍的学术教练和主动学习的STEM教室中受益最多。LearningTAGs方法可以通过整合“终点线项目”的研究成果，更好地为学习困难的学生服务。研究人员将(1)在北卡罗来纳大学（另一所高选择性的公共机构）和南内华达大学（一所开放招生的两年制大学）开发和测试UNLV的LearningTAGs预测模型和数字干预；(2)利用终点线项目关于学术指导的研究结果，测试各种支持干预措施（即在线自主学习教学模块、学术指导和补充指导）；(3)确定支持效能在不同学生群体之间是否存在差异，包括来自STEM中代表性不足群体的学生和第一代大学生。在这个项目中测试和完善的校园数据基础设施和学生支持平台应该提供一个可以在其他学院和大学复制的模型，使用大学现有的学习管理系统中的数据。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Investigating bifactor modeling of biology undergraduates’ task values and achievement goals across semesters.

研究生物本科生跨学期任务价值和成就目标的双因素建模。

• DOI: 10.1037/edu0000803
• 发表时间: 2023
• 期刊: Journal of Educational Psychology
• 影响因子: 4.9
• 作者: Greene, Jeffrey A.;Bernacki, Matthew L.;Plumley, Robert D.;Kuhlmann, Shelbi L.;Hogan, Kelly A.;Evans, Mara;Gates, Kathleen M.;Panter, Abigail T.
• 通讯作者: Panter, Abigail T.

A multimedia learning theory‐informed perspective on self‐regulated learning

多媒体学习理论——自我调节学习的知情视角

• DOI: 10.1002/tl.20544
• 发表时间: 2023
• 期刊: New Directions for Teaching and Learning
• 作者: Kuhlmann, Shelbi L.;Bernacki, Matthew L.;Greene, Jeffrey A.
• 通讯作者: Greene, Jeffrey A.

How do students’ achievement goals relate to learning from well-designed instructional videos and subsequent exam performance?

学生的成就目标与精心设计的教学视频和随后的考试表现的学习有何关系？

• DOI: 10.1016/j.cedpsych.2023.102162
• 发表时间: 2023
• 期刊: Contemporary Educational Psychology
• 影响因子: 10.3
• 作者: Kuhlmann, Shelbi L.;Bernacki, Matthew L.;Greene, Jeffrey A.;Hogan, Kelly A.;Evans, Mara;Plumley, Robert;Gates, Kathleen;Panter, Abigail
• 通讯作者: Panter, Abigail

Examining the critical role of evaluation and adaptation in self-regulated learning

审视评估和适应在自我调节学习中的关键作用

• DOI: 10.1016/j.cedpsych.2021.102027
• 发表时间: 2022
• 期刊: Contemporary Educational Psychology
• 影响因子: 10.3
• 作者: Raković, Mladen;Bernacki, Matthew L.;Greene, Jeffrey A.;Plumley, Robert D.;Hogan, Kelly A.;Gates, Kathleen M.;Panter, Abigail T.
• 通讯作者: Panter, Abigail T.

Modeling temporal self-regulatory processing in a higher education biology course

高等教育生物学课程中时间自我调节处理的建模

• DOI: 10.1016/j.learninstruc.2019.04.002
• 发表时间: 2019
• 期刊: Learning and Instruction
• 影响因子: 6.2
• 作者: Greene, Jeffrey A.;Plumley, Robert D.;Urban, Christopher J.;Bernacki, Matthew L.;Gates, Kathleen M.;Hogan, Kelly A.;Demetriou, Cynthia;Panter, Abigail T.
• 通讯作者: Panter, Abigail T.