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Maximizing the Sustained Effects of Utility-Value Interventions in Community College Math

最大化社区大学数学中效用价值干预的持续影响

基本信息

批准号：
2000507
负责人：
Christopher Hulleman
金额：
$ 173.5万
依托单位：
University of Virginia Main Campus
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2020
资助国家：
美国
起止时间：
2020-08-15 至 2025-01-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2000507&HistoricalAwards=false
关键词：
Maximizing Sustained Effects Utility Value

项目摘要

This study addresses gaps in the STEM utility-value interventions literature by studying the interventions in gateway community college math courses, which serve as a critical barrier or opportunity to postsecondary success. Researchers at the University of Virginia and the Tennessee Board of Regents will investigate three research questions: (1) Do customized utility-value interventions lead to improved academic outcomes compared to standard utility-value interventions or a control condition? (2) Do utility-value interventions benefit the same students in community college settings, and through the same underlying mechanisms, as in four-year institutions? (3) Are the effects of utility-value interventions sustained in future STEM courses? The project involves 16,000 students at 13 Tennessee community colleges. The researchers use a double-blind design with students randomly assigned to a customized utility-value, standard utility-value or control condition. Measures include: students’ reactions to the intervention materials, psychological processes (i.e., participant success expectancies, intrinsic value, attainment value, utility value, and perceived cost), moderator variables (i.e., student academic preparedness, demographics, cultural mismatch, identity threat and perceived instructor value-supportive practice; and instructor characteristics), and outcomes (i.e., course completion or withdrawal, course grades, STEM grade point average and number of STEM courses). This project is supported by the EHR Core Research (ECR) program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM, and STEM workforce development. The ECR program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.Advancing a diverse and technically competent STEM workforce is critical for contributing to the progress of science and to the health, prosperity and welfare of our nation. The students who participant in this research project are likely to benefit from the interventions under investigation. By studying utility-value intervention in math gateway courses there is potential to inform post-secondary administrators, faculty and instructors about more effective instructional practices for student success in STEM education. Additionally, advancing knowledge about some of the very specific underlying mechanisms that benefit student STEM learning and persistence in community college settings, and whether these mechanisms are similar to those already known about students in four-year college STEM settings, could benefit implementation research about those uniquely different post-secondary settings and may significantly contribute to improved instruction to benefit all undergraduate students who are learning STEM.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.

本研究通过研究网关社区大学数学课程的干预措施，解决了STEM实用价值干预文献中的差距，这些课程是中学后成功的关键障碍或机会。弗吉尼亚大学和田纳西州董事会的研究人员将调查三个研究问题：（1）与标准的效用价值干预或控制条件相比，定制的效用价值干预是否会导致学术成果的改善？(2)效用价值干预是否使社区大学环境中的相同学生受益，并通过相同的潜在机制，就像在四年制机构中一样？(3)效用价值干预的影响在未来的STEM课程中是否持续？该项目涉及田纳西州13所社区学院的16,000名学生。研究人员采用双盲设计，将学生随机分配到定制的效用值，标准效用值或控制条件。措施包括：学生对干预材料的反应，心理过程（即，参与者成功预期、内在价值、实现价值、效用价值和感知成本），调节变量（即，学生学术准备、人口统计学、文化不匹配、身份威胁和感知的教师价值支持实践;以及教师特征），以及结果（即，课程完成或退出，课程成绩，STEM平均成绩点和STEM课程数量）。该项目得到了EHR核心研究（ECR）计划的支持，该计划支持推进STEM学习和学习环境的基础研究，扩大STEM参与和STEM劳动力发展。ECR计划支持积累强有力的证据，为理解、建立理论解释、提出干预和创新建议的努力提供信息，以应对STEM兴趣、教育、学习和参与方面的持续挑战。推进多元化和技术能力强的STEM劳动力队伍对于促进科学进步和我们国家的健康、繁荣和福利至关重要。参与本研究项目的学生可能会从调查中的干预措施中受益。通过研究数学入门课程中的实用价值干预，有可能为中学后管理人员，教师和教师提供更有效的教学实践，以帮助学生在STEM教育中取得成功。此外，推进对一些非常具体的潜在机制的了解，这些机制有利于学生在社区大学环境中的STEM学习和坚持，以及这些机制是否与四年制大学STEM环境中已知的学生相似，可能有利于对那些独特的不同后，该奖项反映了NSF的法定使命，并被认为是值得的。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，