RAPID: Faculty Adaptability and Community Engagement when Teaching in a Crisis

RAPID：在危机中教学时教师的适应性和社区参与

基本信息

批准号：
2027471
负责人：
Grace Panther
金额：
$ 19.27万
依托单位：
University of Nebraska-Lincoln
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：
2020-04-15 至 2022-03-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2027471&HistoricalAwards=false
关键词：
RAPID Faculty Adaptability Community Engagement

项目摘要

The alarming spread of the COVID-19 pandemic has spurred a national emergency. Many universities announced in mid-March 2020 that all courses taught in classrooms will be delivered online for the remainder of the semester. This requirement means that faculty have no choice but to change their teaching practices immediately. The requirement to rapidly change teaching practices across the country has rarely occurred. In this instance, it may mark a critical time of change in how university courses are taught and how university faculty view teaching. University teaching practices, particularly in technical fields, have been notoriously slow to adapt to changes in technology and a growing understanding of best-practices under a variety of educational circumstances. For instance, lecture is no longer recognized by education researchers as the most helpful for all types of learning. The unfolding response to the COVID-19 mandate to teach remotely (online) provides a unique, one-time opportunity for ground-breaking research to study how crisis-induced changes to instruction influence faculty’s teaching experience. RAPID response funding will enable real-time documentation of the faculty experience during this crisis and help explain the results of studies of teacher-design instruction generated during the COVID-19 event. The results of this study will help future efforts to build faculty’s sense of community around teaching. Building a greater sense of community around teaching will benefit society by improving teaching practices which in turn will improve student persistence, learning, and engagement. Such improvements can ultimately lead to engineering graduates who are better prepared to tackle the diverse challenges that society faces now and into the future. The overall goal of this project is to identify cognitive and emotional themes concerning faculty and staff adaptability and community engagement during a crisis compared to those found under typical teaching circumstances. To accomplish this goal, the objective of this work is to track changes in the teaching experiences of faculty and staff during a crisis by collecting and analyzing data acquired through surveys and interviews. Two research questions will guide the project: 1) During a crisis, how do engineering faculty and staff experience a sudden change in course delivery (with a focus on cognition, emotions, and community engagement)? 2) How do these experiences vary throughout the duration of the crisis? A hybrid convergent and sequential mixed-methods approach will be used to track the teaching experiences of faculty as the crisis progresses. Data collection will be guided by the adaptability framework dimensions of cognition and emotions with additional data being collected around community engagement. Data collection will consist of brief weekly surveys (n=75) and three semi-structured phenomenographic interviews with engineering faculty (n=10) and the staff who support them (n=5) spread over the remainder of the semester. This work will contribute fundamental knowledge on faculty’s adaptability and community engagement in the face of an urgent need to deliver courses differently and could help shape the design of professional development opportunities that promote adoption of research-based pedagogies and instructional technologies.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.

19009年大流行的令人震惊的传播刺激了全国紧急情况。许多大学在2020年3月中旬宣布，课堂上教授的所有课程都将在本学期的剩余时间内在线交付。这一要求意味着教师别无选择，只能立即改变他们的教学实践。在全国范围内快速改变教学实践的要求很少发生。在这种情况下，这可能标志着大学课程的教学方式以及大学教师如何看待教学的关键时刻。众所周知，大学的教学实践，尤其是在技术领域，在各种教育环境下对技术的变化以及对最佳实践的越来越多的了解缓慢。例如，教育研究人员不再认可讲座是对所有类型的学习最有帮助的。对COVID-19的授权的不断发展的反应（在线）为开创性研究提供了独特的一次性机会，以研究危机引起的教学变化如何影响教师的教学经验。快速响应资金将在这场危机期间实时记录教师经验，并有助于解释Covid-19期间产生的教师设计教学的研究结果。这项研究的结果将有助于未来的努力，以建立教师在教学周围的社区意识。围绕教学建立更大的社区意识将通过改善教学实践来使社会受益，从而改善学生的毅力，学习和参与。这样的改进最终会导致工程毕业生准备更好地应对社会现在和未来所面临的不同挑战。该项目的总体目标是与典型的教学情况下的认知和情感主题相比，危机期间有关教职员工的适应性和社区参与的认知和情感主题。为了实现这一目标，这项工作的目的是通过收集和分析通过调查和访谈获得的数据来跟踪教师和员工的教学经历的变化。两个研究问题将指导该项目：1）在危机期间，工程教师和员工如何突然变化（关注认知，情感和社区参与）？ 2）这些经历在整个危机期间如何有所不同？随着危机的发展，将使用一种混合收敛和顺序混合方法方法来跟踪教师的教学经历。数据收集将以认知和情感的适应性框架维度为指导，并在社区参与度周围收集了其他数据。数据收集将包括简短的每周调查（n = 75）和与工程学院的三个半结构化现象学访谈（n = 10）以及支持他们的工作人员（n = 5）分布在本学期的其余部分。这项工作将在面对迫切需要提供不同的课程的情况下，就教师的适应性和社区参与的基本知识提供基本知识，并可以帮助塑造专业发展机会的设计，从而促进采用基于研究的教学和教学技术。这奖反映了NSF的法定任务，并通过使用基金会的智力效果来评估我们的诚实支持，并诚实地对我们进行了支持。