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RAPID: Collaborative Proposal: Effects of Institutional Responses to the COVID-19 Pandemic on Undergraduate Faculty and Students Across STEM Disciplines

RAPID：合作提案：机构应对 COVID-19 大流行对 STEM 学科本科生和师生的影响

基本信息

批准号：
2029754
负责人：
Chelsea LeNoble
金额：
$ 3.64万
依托单位：
Embry-Riddle Aeronautical University
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：
2020-05-15 至 2022-04-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2029754&HistoricalAwards=false
关键词：
RAPID Collaborative Proposal Effects Institutional

项目摘要

The novel coronavirus disease 2019 (COVID-19) pandemic has resulted in unprecedented, nation-wide disruption of academic institutions. As a result, there is an urgent need to understand the acute effects of this disruption on undergraduate STEM education in the U.S. This project will examine experiences of faculty and students resulting from the COVID-19 pandemic and subsequent institutional changes. Initiated during a time of uncertainty, this project will: (1) capture the ephemeral nature of undergraduate education experiences before national recovery milestones are achieved; and (2) inform efforts to adapt undergraduate STEM education during crises. The project team will collect data about institutional characteristics and crisis communication messages, as well as about experiences of individual faculty and students. These data will be analyzed to identify pathways through which the COVID-19 pandemic has influenced teaching and learning within undergraduate STEM education. The findings of this project will be used to develop actionable recommendations for institutions of higher education, including crisis communication strategies, guidelines for pedagogy in times of crisis, and checklists of resources. As the STEM workforce plays a critical role in the economic health of the U.S. in normal and disaster situations, this effort to rapidly collect data and learn from this situation will contribute to the security and well-being of society. It is expected that the results will also support a more resilient, globally competitive next generation of STEM workers. The project’s specific aims are to: (1) examine teaching and learning experiences of undergraduate faculty and students in response to the COVID-19 pandemic; (2) examine the effects of faculty and student reactions on undergraduate STEM teaching and learning; and (3) leverage findings to develop actionable recommendations for colleges and universities to best prepare and protect their faculty, staff, and students and the integrity of undergraduate STEM education. The goal of these activities is to answer key research questions: How do institutions’ COVID-19 policies influence faculty and student attitudes, perceptions, and behavior related to STEM teaching and learning? What teaching and learning resources were most important for undergraduate STEM faculty and students? How do these effects on undergraduate STEM education develop over time? Given the rapidly changing nature of the situation, individual-level data that are needed to answer the research questions are inherently ephemeral. Faculty and students are unlikely to accurately later recall the extent to which they were able to adapt to changes, the extent to which changes created distress, and how they coped with events. Using the Integrated Postsecondary Education Data System, faculty and students from a stratified random sample of representative institutions will be recruited to participate in an online survey and semi-structured interviews conducted across three time points. Grounded in the research literatures of crisis communication, organizational science, and disaster management, this project addresses gaps in undergraduate STEM education research related to faculty and student reactions to disruptive contexts, characteristics of institutions that make them resilient toward disruptive contexts, and institutional learning from disruptive contexts. The findings will be disseminated to institutions of higher education and through a public web site relating to the resources most critical for fostering resilience among faculty and staff when adapting to a disrupted educational context. In addition, participating institutions and individuals will receive customized reports and resources. By evaluating the immediate impact of COVID-19, this project aims to enhance the undergraduate education infrastructure, improve the delivery of STEM education during and after disruptions, and help to protect the well-being of faculty and students collectively experiencing this crisis. This RAPID award is made by the Improving Undergraduate STEM Education program in the Division of Undergraduate Education (Education and Human Resources Directorate), using funds from the Coronavirus Aid, Relief, and Economic Security (CARES) Act.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.

2019年新型冠状病毒病（COVID-19）大流行导致学术机构前所未有的全国性中断。因此，迫切需要了解这种中断对美国本科STEM教育的严重影响。本项目将研究教师和学生因COVID-19大流行和随后的制度变化而产生的经验。该项目在不确定的时期启动，将：（1）在实现国家复苏里程碑之前捕捉本科教育经历的短暂性;（2）为在危机期间调整本科STEM教育的努力提供信息。该项目小组将收集有关机构特点和危机沟通信息的数据，以及教师和学生个人的经验。这些数据将被分析，以确定COVID-19大流行影响本科STEM教育中教学和学习的途径。该项目的调查结果将用于为高等教育机构制定可采取行动的建议，包括危机沟通战略、危机时期的教学指导方针和资源清单。由于STEM劳动力在正常和灾难情况下对美国的经济健康起着至关重要的作用，因此快速收集数据并从中学习的努力将有助于社会的安全和福祉。预计结果还将支持更具弹性，具有全球竞争力的下一代STEM工作者。该项目的具体目标是：（1）研究本科教师和学生应对COVID-19大流行的教学和学习经验;（2）研究教师和学生的反应对本科STEM教学和学习的影响;和（3）利用调查结果为学院和大学制定可操作的建议，以最好地准备和保护他们的教师，工作人员，学生和本科STEM教育的完整性。这些活动的目标是回答关键的研究问题：机构的COVID-19政策如何影响教师和学生对STEM教学和学习的态度，看法和行为？什么样的教学和学习资源对本科STEM教师和学生最重要？这些对本科STEM教育的影响如何随着时间的推移而发展？鉴于情况的快速变化，回答研究问题所需的个人层面的数据本质上是短暂的。教师和学生不太可能准确地回忆起他们能够适应变化的程度，变化造成的痛苦程度，以及他们如何应对事件。透过“专上教育综合数据系统”，从具代表性的院校分层随机抽取教师和学生，进行网上问卷调查和三个时间点的半结构式访问。该项目以危机传播，组织科学和灾害管理的研究文献为基础，解决了本科STEM教育研究中与教师和学生对破坏性环境的反应有关的差距，使他们对破坏性环境具有弹性的机构的特征，以及从破坏性环境中进行的机构学习。调查结果将分发给高等教育机构，并通过一个公共网站传播，该网站介绍了对培养教职员工适应中断的教育环境的复原力最为关键的资源。此外，参与机构和个人将收到定制的报告和资源。通过评估COVID-19的直接影响，该项目旨在加强本科教育基础设施，改善中断期间和之后的STEM教育，并帮助保护经历这场危机的教师和学生的福祉。该奖项由本科教育部（教育和人力资源局）的改进本科STEM教育计划颁发，使用冠状病毒援助，救济和经济安全（CARES）法案的资金。该奖项反映了NSF的法定使命，并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，被认为值得支持。