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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疫情的惊人蔓延引发了全国性的紧急情况。许多大学在2020年3月中旬宣布，所有在课堂上教授的课程将在本学期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，大学教学实践，特别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日益了解方面进展缓慢。例如，讲座不再被教育研究人员认为是对所有类型的学习最有帮助的。对COVID-19远程（在线）教学任务的不断发展的反应为开创性的研究提供了一个独特的一次性机会，以研究危机引发的教学变化如何影响教师的教学经验。快速反应资金将使教师在这场危机中的经验实时记录，并有助于解释在COVID-19事件期间产生的教师设计教学研究结果。本研究的结果将有助于未来的努力，以建立教师的社区意识周围的教学。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，这反过来又会提高学生的坚持性，学习和参与度。这种改进最终可以使工程专业的毕业生更好地准备应对社会现在和未来面临的各种挑战。这个项目的总体目标是确定认知和情感的主题有关教师和工作人员的适应性和社区参与在危机期间相比，在典型的教学情况下发现的。为了实现这一目标，这项工作的目标是通过收集和分析通过调查和访谈获得的数据，跟踪教师和工作人员在危机期间的教学经验的变化。两个研究问题将指导该项目：1）在危机期间，工程教师和工作人员如何体验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，这些经历有何不同？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更多数据。数据收集将包括简短的每周调查（n=75）和三个半结构化的现象学采访工程教师（n=10）和工作人员谁支持他们（n=5）分布在本学期的剩余时间。这项工作将有助于教师的适应性和社区参与的基础知识，面对迫切需要提供不同的课程，并可以帮助塑造专业发展机会的设计，促进采用研究-该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响进行评估来支持审查标准。