Collaborative Research: Broadening the Fusion of STEM and Business Curricula in Undergraduate Sustainability Education

合作研究：在本科可持续发展教育中扩大 STEM 和商业课程的融合

• 批准号: 1914906
• 负责人: David Szymanski
• 金额: $ 141.48万
• 依托单位: Bentley University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1914906&HistoricalAwards=false
• 关键词: Collaborative; Research; Broadening; Fusion; STEM

This project aims to serve the national interest in STEM literacy by developing and implementing sustainability curricula that fuse STEM and business perspectives. The overall project goal is to improve the preparation of students to address complex societal issues that require application of environmental and economic concepts. The project involves the collaboration of 24 faculty members from diverse STEM and business disciplines at Bentley University, Wittenberg University, and Northern Illinois University. Focusing on two sustainability challenges, these faculty will collaboratively and iteratively design 24 modular transdisciplinary case studies. These transdisciplinary case studies, which will fuse STEM and business perspectives, have the potential to help STEM and non-STEM majors understand and manage sustainability problems more effectively. The project's assessment/evaluation experts will measure impacts of the transdisciplinary case studies on student learning and perspectives, as well as on faculty collaboration and instructional practices. The project intends that the transdisciplinary curricular materials it develops will be accessible and transportable to any institution. Thus, the project has the potential to enhance sustainability education for a large number of undergraduates and to help to educate a scientifically literate populace in the business environment where it may be especially valuable. The project aims to transform faculty perspectives about transdisciplinary teaching and collaborative curriculum development, create and disseminate deliverables in the form of tested curricular modules, advance student learning outcomes relevant to sustainability, and develop greater understanding of structures, processes, and attitudes that underpin a proposed model for transdisciplinary transformational change. Building on prior work, the project will establish local learning communities of faculty from STEM and business departments at each institution to design and implement case study modules. Each module will contain a common exercise, several options for course-specific exercises focused on different disciplinary needs, and an assessment plan. A dissemination portal will be hosted by the Science Education Resource Center at Carleton College, which will also have primary responsibility for assessment of student learning outcomes. A mixed-methods external evaluation aligned with a proposed theory of change will focus on faculty perspectives and institutional transformation, including social network data. The project is funded by the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE: EHR), which supports research and development projects to improve the effectiveness of STEM education for all students. The project is in the Development and Implementation Tier, and in the Institutional and Community Transformation Track. Through the Institutional and Community Transformation track, IUSE: EHR supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.

该项目旨在通过开发和实施融合 STEM 和商业视角的可持续发展课程，服务于 STEM 素养的国家利益。项目的总体目标是提高学生的准备能力，以解决需要应用环境和经济概念的复杂社会问题。 该项目涉及来自本特利大学、维滕贝格大学和北伊利诺伊大学不同 STEM 和商业学科的 24 名教员的合作。 这些教师将重点关注两项可持续发展挑战，协作、迭代地设计 24 个模块化跨学科案例研究。这些跨学科案例研究将融合 STEM 和商业视角，有可能帮助 STEM 和非 STEM 专业的学生更有效地理解和管理可持续发展问题。该项目的评估/评估专家将衡量跨学科案例研究对学生学习和观点以及教师合作和教学实践的影响。 该项目希望其开发的跨学科课程材料可供任何机构使用和运输。 因此，该项目有潜力加强大量本科生的可持续发展教育，并帮助在商业环境中培养具有科学素养的民众，这可能特别有价值。该项目旨在转变教师对跨学科教学和协作课程开发的看法，以经过测试的课程模块的形式创建和传播可交付成果，提高学生与可持续性相关的学习成果，并加深对支撑跨学科转型变革拟议模型的结构、过程和态度的理解。在之前工作的基础上，该项目将建立由每个机构的 STEM 和商业部门教师组成的本地学习社区，以设计和实施案例研究模块。每个模块将包含一个通用练习、针对不同学科需求的特定课程练习的多个选项以及一个评估计划。卡尔顿学院科学教育资源中心将主办一个传播门户，该中心还将主要负责评估学生的学习成果。 与拟议的变革理论相一致的混合方法外部评估将重点关注教师观点和机构转型，包括社交网络数据。该项目由 NSF 改善本科生 STEM 教育计划：教育和人力资源（IUSE：EHR）资助，该计划支持研究和开发项目，以提高所有学生 STEM 教育的有效性。该项目位于开发和实施层，以及机构和社区转型轨道。 通过机构和社区转型轨道，IUSE：EHR 支持高等教育机构和学科界的 STEM 教育转型和改进工作。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

STEM Faculty Instructional Data-Use Practices: Informing Teaching Practice and Students’ Reflection on Students’ Learning

STEM 教师教学数据使用实践：为教学实践和学生提供信息 — 对学生学习的反思

• DOI: 10.3390/educsci11060291
• 发表时间: 2021
• 期刊: Education Sciences
• 影响因子: 3
• 作者: Lenhart, Cindy;Bouwma-Gearhart, Jana
• 通讯作者: Bouwma-Gearhart, Jana