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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.

COVID-19大流行的惊人蔓延引发了全国紧急状态。2020年3月中旬，许多大学宣布，在本学期剩下的时间里，所有课堂授课的课程都将在网上授课。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。在全国范围内迅速改变教学实践的要求很少发生。在这种情况下，它可能标志着大学课程教学方式和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，尤其是技术领域的教学实践，在适应技术变化和对各种教育环境下最佳实践的理解日益增长方面一直非常缓慢。例如，教学不再被教育研究者认为是对所有类型的学习最有帮助的方式。针对COVID-19远程（在线）教学任务的应对措施正在展开，为突破性研究提供了独特的一次性机会，以研究危机引发的教学变化如何影响教师的教学经验。快速反应资金将能够实时记录此次危机期间教师的经历，并有助于解释在2019冠状病毒病事件期间产生的教师设计指导研究结果。这项研究的结果将有助于未来努力建立教师的社区意识围绕教学。围绕教学建立更大的社区意识将通过改善教学实践来造福社会，而教学实践反过来又会提高学生的坚持、学习和参与。这样的改进最终会使工程专业的毕业生更好地准备好应对社会现在和未来面临的各种挑战。该项目的总体目标是确定危机期间与典型教学环境下的教职员工适应性和社区参与相关的认知和情感主题。为了实现这一目标，本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危机期间教职员工教学经验的变化。两个研究问题将指导该项目：1)在危机期间，工程教职员工如何经历课程交付的突然变化（重点是认知、情感和社区参与）？2)在整个危机期间，这些经历是如何变化的？随着危机的发展，将采用混合收敛和顺序混合方法来跟踪教师的教学经验。数据收集将以认知和情感的适应性框架维度为指导，并围绕社区参与收集其他数据。数据收集将包括简短的每周调查（n=75）和三次半结构化的现象访谈，与工程学院（n=10）和支持他们的工作人员（n=5）展开，在本学期的剩余时间内进行。这项工作将为教师的适应性和社区参与提供基础知识，以应对以不同方式提供课程的迫切需要，并有助于塑造专业发展机会的设计，从而促进采用基于研究的教学法和教学技术。该奖项反映了美国国家科学基金会的法定使命，并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，被认为值得支持。