Prevalence of and Barriers to the Adoption of High-Impact Teaching Practices in General Education Science, Mathematics, and Social-Science Courses

通识教育科学、数学和社会科学课程中采用高影响力教学实践的普遍性和障碍

• 批准号: 2021315
• 负责人: James Moore
• 金额: $ 29.83万
• 依托单位: University of Nebraska at Omaha
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2021315&HistoricalAwards=false
• 关键词: Prevalence; Barriers; Adoption; Impact; Teaching

This project aims to serve the national interest in high quality STEM education. To do so, it will study the prevalence and barriers to using highly effective teaching and learning practices in general education STEM courses. The proposed analysis is designed to measure the teaching practices and attitudes of college faculty members and high school teachers who teach courses through which students earn college credits. The data obtained in this study is intended to drive future action to improve recruitment and retention in the STEM talent pipeline. Implementation of research-verified teaching practices has been shown to improve learning outcomes, including student retention. However, higher education leaders can have limited information about the actual teaching practices on their campus. As a result, it can be difficult to provide support, resources, and interventions that align with practice. This project aims to identify how and where research-verified practices are being used in general education courses, as well as faculty views about these practices. This analysis has the potential to support evidence-based allocation of resources with significant faculty input and buy in, resulting in an assessment model that can help address local STEM learning challenges and increase outcomes. The courses under direct study will enroll over 27,000 undergraduate students and 4,500 pre-college students over the three-year project timeline. The methods and instruments developed are intended to be exportable to similar institutions, significantly increasing the project’s potential impact.This project will use a Concerns-Based Adoption Model to gather data about the use of high-impact teaching practices in general education science, mathematics, and social science courses at the University of Nebraska Omaha. There are three diagnostic dimensions: (1) the Model of Success, (2) Measures of Behaviors, and (3) Measures of Attitudes. The Model of Success is represented by the eight categories defined by the Teaching Practices Inventory, designed to examine the use of research-based teaching practices. The Measures of Behaviors includes faculty self-reported data, analysis of collaboration and sharing via social networking analysis, and validation of self-reports using the Classroom Observation Protocol for Undergraduate STEM. The Measures of Attitudes includes the development and deployment of an attitudinal survey based on the Stages of Concern Questionnaire. The resulting data will be analyzed in combination with qualitative data from faculty focus groups and interviews addressing structural barriers. The central research questions for this project are: (1) What high-impact practices are faculty using in their general education science, math, and social science courses, and what is their prevalence? (2) What faculty-perceived barriers/concerns exist with respect to adoption of high-impact practices? (3) What is the weighted effect that the extent of high-impact practice use, density of the faculty network, and self-identified stages of concern have on institutional effectiveness metrics and department-reported assessments of student learning? The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program 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.

该项目旨在服务于高质量STEM教育的国家利益。 为此，它将研究在普通教育STEM课程中使用高效教学和学习实践的普遍性和障碍。 拟议的分析旨在衡量教学实践和态度的大学教师和高中教师谁教的课程，通过学生获得大学学分。本研究中获得的数据旨在推动未来的行动，以改善STEM人才管道的招聘和保留。实施经研究验证的教学实践已被证明可以提高学习成果，包括学生的保留率。然而，高等教育领导者对校园实际教学实践的了解有限。 因此，很难提供符合实践的支持、资源和干预措施。该项目旨在确定研究验证的做法是如何以及在何处被用于通识教育课程，以及教师对这些做法的看法。 这种分析有可能支持以证据为基础的资源分配，并有大量的教师投入和购买，从而产生一个评估模型，可以帮助解决当地STEM学习的挑战和增加成果。在为期三年的项目时间轴内，直接学习的课程将招收27,000多名本科生和4,500名大学预科生。该项目将使用基于关注的采用模型来收集关于内布拉斯加大学奥马哈分校在普通教育科学、数学和社会科学课程中使用高影响力教学实践的数据。有三个诊断维度：（1）成功模式，（2）行为测量，（3）态度测量。成功模式由教学实践清单定义的八个类别代表，旨在检查基于研究的教学实践的使用。行为的措施包括教师自我报告的数据，通过社交网络分析的协作和共享的分析，并使用本科STEM课堂观察协议的自我报告的验证。态度措施包括根据关切阶段调查表制定和部署态度调查。 由此产生的数据将结合教师焦点小组的定性数据和解决结构性障碍的访谈进行分析。本研究的核心问题是：（1）教师在通识教育科学、数学和社会科学课程中使用了哪些高影响力的实践，它们的流行程度如何？(2)在采用高影响力的做法方面，教师认为存在哪些障碍/关切？(3)高影响力实践的使用程度，教师网络的密度，以及自我确定的关注阶段对机构有效性指标和部门报告的学生学习评估的加权效应是什么？ NSF IUSE：EHR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。 通过机构和社区转型的轨道，该计划支持的努力，以改变和改善高等教育机构和学科社区的STEM教育.这个奖项反映了NSF的法定使命，并已被认为是值得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支持.

项目成果

How Expert and Inexpert Instructors Talk about Teaching

专家和非专家教师如何谈论教学

• DOI: 10.3390/educsci13060591
• 发表时间: 2023
• 期刊: Education Sciences
• 影响因子: 3
• 作者: Reding, Tracie;Moore, Christopher
• 通讯作者: Moore, Christopher

High-Impact Teaching Practices in Higher Education: Understanding Barriers, Concerns, and Obstacles to Their Adoption

高等教育中高影响力的教学实践：了解其采用的障碍、担忧和障碍

• DOI: 10.3390/higheredu3010006
• 发表时间: 2024
• 期刊: Trends in Higher Education
• 作者: VanWyngaarden, Kristin;Pelton, Julie A.;Oquendo, Pamela Martínez;Moore, Christopher
• 通讯作者: Moore, Christopher

Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM Teaching

变革的障碍：社交网络互动不足以传播 STEM 教学中的高影响力实践

• DOI: 10.3390/educsci12080512
• 发表时间: 2022
• 期刊: Education Sciences
• 影响因子: 3
• 作者: Reding, Tracie;Moore, Christopher;Pelton, Julie A.;Edwards, Sarah
• 通讯作者: Edwards, Sarah