Examining The Roles of STEM Teaching Faculty in Advancing the Use of Evidence-based Teaching Practices at Research Universities
审视 STEM 教学人员在促进研究型大学循证教学实践应用中的作用
基本信息
- 批准号:1821724
- 负责人:
- 金额:$ 218.46万
- 依托单位:
- 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 2024-09-30
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
Recognizing the importance of science, technology, engineering, and mathematics (STEM) fields to the future of our nation, recent reports have called for changes in existing educational practices to increase the quality, number, and diversity of STEM graduates. These calls have resulted in development of evidence-based teaching practices that have been shown to improve student outcomes. One major question now is, how can we spread the use of these teaching practices on a larger scale? This project examines the intersection of two national issues relevant to research-focused universities: (1) The need for improvement in undergraduate STEM teaching and learning through the use of evidence-based instructional strategies; and (2) the hiring of tenure-track teaching-focused faculty whose responsibility is teaching undergraduate courses that improve undergraduate STEM teaching, learning, and scholarship. This project will investigate the degree to which Lecturers with Security of Employment (LSOEs, who are tenure-eligible teaching-focused faculty) act as effective change agents within their departments, thus contributing to improving STEM teaching at research-focused institutions. The research team hypothesizes that the hiring of LSOE faculty will act as a major catalyst for increasing the adoption and sustainability of evidence-based instructional strategies by departmental colleagues. To examine the two national issues relevant to research-focused universities, the research team will use multiple analytic approaches, including a quasi-experimental two way fixed effects model to control for variations in students and courses, an innovative observation technique that documents and assesses classroom behaviors, graph theoretic analysis of the structure and characteristics of teaching networks within research sites, and transcript analyses of interview data on beliefs about and approaches to teaching. Through these analyses, the research team aims to identify whether the LSOE model can be a mechanism implemented in research-intensive institutions across the country to transform STEM faculty teaching practices and improve student outcomes.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.
认识到科学,技术,工程和数学(STEM)领域对我们国家未来的重要性,最近的报告呼吁改变现有的教育实践,以提高STEM毕业生的质量,数量和多样性。这些呼吁导致了循证教学实践的发展,这些实践已被证明可以提高学生的成绩。现在的一个主要问题是,我们如何在更大范围内推广这些教学实践?该项目研究了与研究型大学相关的两个国家问题的交叉点:(1)通过使用基于证据的教学策略来改善本科STEM教学和学习的必要性;以及(2)聘用终身教职教学为重点的教师,其职责是教授本科课程,改善本科STEM教学,学习和奖学金。 该项目将调查在何种程度上与就业保障讲师(LSOE,谁是终身教职资格的教学为重点的教师)作为有效的变革推动者在他们的部门,从而有助于改善STEM教学在研究为重点的机构。研究小组假设,LSOE教师的雇用将作为一个主要的催化剂,增加部门同事采用和可持续性的循证教学策略。为了研究与研究型大学相关的两个国家问题,研究团队将使用多种分析方法,包括准实验双向固定效应模型来控制学生和课程的变化,记录和评估课堂行为的创新观察技术,研究地点内教学网络结构和特征的图论分析,以及对教学观念和教学方法的访谈数据的成绩单分析。通过这些分析,研究团队旨在确定LSOE模式是否可以在全国研究密集型机构中实施,以改变STEM教师的教学实践并提高学生的成果。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。
项目成果
期刊论文数量(6)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Profiles of Instructor Responses to Emergency Distance Learning
- DOI:10.24059/olj.v25i1.2472
- 发表时间:2021-03-01
- 期刊:
- 影响因子:4
- 作者:Rutherford, Teomara;Karamarkovich, Sarah M.;Warschauer, Mark
- 通讯作者:Warschauer, Mark
Constructive or Disruptive? How Active Learning Environments Shape Instructional Decision-Making
建设性还是破坏性?
- DOI:
- 发表时间:2021
- 期刊:
- 影响因子:0
- 作者:Williams, ML and
- 通讯作者:Williams, ML and
How higher education instructors conceptualize diversity: A phenomenographic study
高等教育教师如何概念化多样性:现象学研究
- DOI:
- 发表时间:2022
- 期刊:
- 影响因子:0
- 作者:Suarez, Nicole A.;Wang, Song;Brydges, Stacey;Lo, Stanley M.
- 通讯作者:Lo, Stanley M.
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Brian Sato其他文献
Assessment of Demographic Biases Associated With the Ground Rules System in a Large Undergraduate Engineering Course
大型本科工程课程中与基本规则系统相关的人口统计偏差评估
- DOI:
10.1080/0047231x.2023.12290700 - 发表时间:
2023 - 期刊:
- 影响因子:0
- 作者:
Christine King;K. Denaro;Brian Sato - 通讯作者:
Brian Sato
The promise of using study-together groups to promote engagement and performance in online courses: Experimental evidence on academic and non-cognitive outcomes
利用共同学习小组来提高在线课程的参与度和表现的承诺:学术和非认知结果的实验证据
- DOI:
10.1016/j.iheduc.2023.100922 - 发表时间:
2023 - 期刊:
- 影响因子:8.6
- 作者:
Xuehan Zhou;Qiujie Li;Di Xu;Amanda Holton;Brian Sato - 通讯作者:
Brian Sato
Teaching-Focused Faculty: The Supports, Structures, and Policies that Relate to Their Perceptions of Influence on Their Colleagues’ Teaching
以教学为中心的教师:与他们对同事教学影响的看法相关的支持、结构和政策
- DOI:
- 发表时间:
- 期刊:
- 影响因子:0
- 作者:
Meaghan McMurran;Sabrina Solanki;Peter McPartlan;Brian Sato - 通讯作者:
Brian Sato
Brian Sato的其他文献
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{{ truncateString('Brian Sato', 18)}}的其他基金
Conference Proposal: Two-Year/Four-Year Campus Research Communities Examining STEM Transfer Pathways
会议提案:两年/四年校园研究社区审查 STEM 转学途径
- 批准号:
2210997 - 财政年份:2022
- 资助金额:
$ 218.46万 - 项目类别:
Standard Grant
Improving the Transition of Community College Students into University STEM Programs Through Cross-Enrollment
通过交叉招生促进社区学院学生向大学 STEM 课程的过渡
- 批准号:
1928554 - 财政年份:2019
- 资助金额:
$ 218.46万 - 项目类别:
Standard Grant
RCN-UBE: Creation of the Biology Educator/Researcher Cross-Segment Collective
RCN-UBE:创建生物教育者/研究人员跨部门集体
- 批准号:
1920315 - 财政年份:2019
- 资助金额:
$ 218.46万 - 项目类别:
Standard Grant
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