BCSER Optimal Timing of Introductory Biology I: Implications for Motivation and Achievement

近一半攻读STEM专业的本科生最终会转行。许多离开STEM专业的人是在参加了充当学位晋升“看门人”的入门课程后离开的。低分和对入门课程的兴趣是留住人才的重要障碍。一项初步研究表明，在大学生涯后期完成生物概论I课程的本科生的成绩低于在第一年完成这门课程的学生，而且更有可能不及格。这个项目的目标是找出推动一年级和高年级学生在生物学入门课程中表现的动机和学术因素。该项目将包括对结构化访谈的分析，以及开发和实施一项全面的调查，以评估学生对生物学入门的态度和信念。最终，这项工作将为促进所有学生在入门课程中取得成功的方法提供信息。此外，该项目可能会确定可以缩小学生群体之间成绩差距的干预措施，包括那些在STEM领域历来被边缘化的学生。拟议的项目纳入了一项量身定做的专业发展计划，将促进国际生物教育研究所在开展生物教育研究方面的专业知识。通过教育研究方法的认证计划，教育心理学领导者的指导，以及参加专业学习工作组，PI将获得实现研究目标所需的技能。这一机会将使国际生物教育协会建立一个生物教育的重点领域，满足全国对生物教育研究人员的需求，并为培养下一代教育研究人员做出贡献。入门大学课程的表现与留住和学位完成直接相关。很少有研究调查课程完成的时间会如何影响学生的学习动机和学业成绩。初步数据表明，尽管在大学阶段有更多的经验，但在大学一年级后第一次尝试生物导论I的学生比一年级学生的成绩要差得多。拟议的项目旨在确定有助于一年级和高年级学生在生物学入门课程中表现的潜在动机和学术因素。这项研究将包括肯塔基大学生物学导论I专业的学生(每年招生1300人)。这项研究将有足够的力量来探索特定的学生群体，如代表不足的少数族裔和第一代学生。混合方法设计将包括对结构化访谈的分析，以及制定和实施一项全面的调查，以评估学生对生物学入门的态度和信念。该项目将利用大规模调查数据的统计能力来确定推动业绩的潜在变量。查明一年级学生和高年级学生在动机和成就方面的差异将是对这一领域的根本贡献，并为课程和教学干预提供信息。研究目标将使用通过专业发展计划获得的技能来实现，该计划包括教育研究方法认证计划、教育心理学领导者的指导以及参与工作组。通过这些机会，PI将获得调查设计、定性方法和高级统计分析方面的技能。PI将深入了解教育和社会科学的研究方法，进行严谨的基础研究，并为该领域贡献新的知识。该项目通过EHR核心研究：STEM教育研究能力建设(ECR：BCSER)竞赛得到支持，该竞赛旨在培养个人在STEM学习和学习环境中开展高质量基础STEM教育研究的能力，扩大对STEM领域的参与，以及STEM劳动力发展。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

Nearly half of undergraduate students who pursue STEM disciplines ultimately change fields. Many who leave STEM majors do so after taking introductory courses that serve as “gatekeepers” to degree progression. Low grades and interest in introductory courses are important barriers to retention. A preliminary study shows that undergraduates who complete Introductory Biology I later in their college career earn lower grades and are more likely to fail than students who complete the course within their first year. The goal of this project is to identify motivational and academic factors that drive performance among first-year and upper-level students in introductory biology. The project will involve analysis of structured interviews and the development and implementation of a comprehensive survey to assess students’ attitudes and beliefs about introductory biology. Ultimately, this work will inform approaches that foster success of all students in introductory coursework. Moreover, the project might identify interventions that could reduce achievement gaps among student groups, including those historically marginalized in STEM fields. The proposed project incorporates a tailored professional development plan that will advance the PI’s expertise in conducting biology education research. Through a certification program in educational research methods, mentorship from a leader in educational psychology, and participation in professional learning workgroups, the PI will gain skills necessary to fulfill research objectives. This opportunity will allow the PI to build a focal area in biology education, fill a national need for biology education researchers, and contribute to the training of the next generation of education researchers.Performance in introductory college coursework is directly correlated with retention and degree completion. Few studies have investigated how timing of course completion may affect students’ motivation and academic outcomes. Preliminary data indicate that, despite having more experience at the college level, students who first attempt Introductory Biology I after their first year of college have significantly worse outcomes than first-year students. The proposed project aims to identify underlying motivational and academic elements that contribute to the performance of first-year and upper-level students in introductory biology. The research will involve students enrolled in Introductory Biology I at the University of Kentucky (annual enrollment = 1,300). The study will be sufficiently powered to explore specific subsets of students such as under-represented minorities and first-generation students. A mixed methods design will involve analysis of structured interviews and the development and implementation of a comprehensive survey to assess students’ attitudes and beliefs about introductory biology. The project will harness the statistical power of large-scale survey data to identify latent variables that drive performance. Identifying differences in motivation and achievement between first-year and upper-level students would represent a fundamental contribution to the field and inform curricular and pedagogical interventions. The research aim will be fulfilled using skills gained through a professional development plan consisting of a certification program in educational research methods, mentorship from a leader in educational psychology, and participation in working groups. Through these opportunities, the PI will gain skills in survey design, qualitative methods, and advanced statistical analysis. The PI will develop a deep understanding of educational and social science research methods, perform rigorous fundamental research, and contribute new knowledge to the field. The project is supported through the EHR Core Research: Building Capacity in STEM Education Research (ECR: BCSER) competition that is designed to build individuals’ capacity to carry out high quality fundamental STEM education research in STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development.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.