Refinement and Expansion of the Community College Anatomy and Physiology Education Research (CAPER) Program

社区学院解剖学和生理学教育研究 (CAPER) 计划的完善和扩展

• 批准号: 2111119
• 负责人: Murray Jensen
• 金额: $ 149.99万
• 依托单位: University of Minnesota-Twin Cities
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-15 至 2026-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2111119&HistoricalAwards=false
• 关键词: Refinement; Expansion; Community; College; Anatomy

This project aims to serve the national interest by increasing the prevalence of evidence-based instructional practices in Anatomy and Physiology (A&P) courses offered at community colleges. Across the country, nearly one in two students fail or withdraw from the required Human A&P course on the path to careers in health sciences, jeopardizing our future workforce. Contributing to this low success rate is the predominance of traditional, lecture-based teaching approaches that undermine active student participation and fail to result in deep learning. Notably, these approaches may perpetuate classroom inequities that disadvantage the many community college students from underrepresented communities in STEM including women, students of color, and first-generation college students. Effective implementation of evidence based instructional practices such as group work and peer-to-peer teaching can improve student success in STEM education. Community college instructors will receive training in both teaching practices and educational research, and within a short time period will become co-investigators in studies examining the impact on student performance. These instructors will then act as leaders in A&P education within their schools and their professional societies, to spread these practices more broadly. The project builds on a previous pilot project that aimed to improve the quality of A&P instruction in community colleges and assess the impact of the interventions on both faculty and students. This project takes an evidence-based approach to fostering transformation in student learning and retention. Over a period of five years, four cohorts of 10 community college instructors will complete two professional development courses, design and implement a small-scale educational research project investigating the impact of a student-centered teaching strategy on student success. In addition to their individual projects, instructors will collaborate in a multi-institutional effort examining the hypothesis that evidence based instructional practices could alleviate the negative impacts of anxiety on student performance and retention by improving learning and building community. The instructors' contributions to this project will be foundational to the increasingly relevant topic of student anxiety in the classroom. Finally, the research team will monitor instructor perceptions and practices using a combination of validated survey instruments, interviews, and classroom observation protocols. The evaluation measures will determine if the project is able to promote instructor transition to more student-centered instructional practices. A dissemination strategy of conference presentations, blogs, and articles will ensure that our findings reach key end users, the first step in promoting educational change. In particular, the instructors will be well-situated to influence the practices of other community college instructors, both within their institutions and within professional organizations such as the Human Anatomy and Physiology Society and the Physiology Educators Communities of Practice. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过在社区大学提供的解剖学和生理学（A&amp；P）课程中增加循证教学实践的普及，为国家利益服务。在全国范围内，几乎每两个学生中就有一个在通往健康科学职业道路上不及格或退出必修的人类A&amp；P课程，危及我们未来的劳动力。造成这种低成功率的原因是传统的、以讲座为基础的教学方法占主导地位，这种方法破坏了学生的积极参与，无法实现深度学习。值得注意的是，这些方法可能会使课堂上的不平等现象长期存在，使许多来自STEM中代表性不足的社区的社区大学生（包括女性、有色人种学生和第一代大学生）处于不利地位。有效实施基于证据的教学实践，如小组工作和点对点教学，可以提高学生在STEM教育中的成功程度。社区大学的教师将接受教学实践和教育研究方面的培训，并在短时间内成为研究对学生表现影响的研究的共同调查者。然后，这些教师将在他们的学校和专业协会中担任a&p教育的领导者，以更广泛地传播这些实践。该项目建立在先前的一个试点项目的基础上，该试点项目旨在提高社区大学a&p教学的质量，并评估干预措施对教师和学生的影响。该项目采用循证方法促进学生学习和记忆的转变。在五年的时间里，四组10名社区大学教师将完成两门专业发展课程，设计并实施一个小规模的教育研究项目，调查以学生为中心的教学策略对学生成功的影响。除了他们的个人项目之外，教师们还将与多机构合作，研究基于证据的教学实践可以通过改善学习和建立社区来减轻焦虑对学生表现和记忆力的负面影响。教师对这个项目的贡献将为课堂上学生焦虑这一日益相关的话题奠定基础。最后，研究小组将结合有效的调查工具、访谈和课堂观察协议来监测教师的看法和实践。评估措施将决定该项目是否能够促进教师向更以学生为中心的教学实践过渡。会议演示、博客和文章的传播策略将确保我们的研究结果到达关键的最终用户，这是促进教育变革的第一步。特别是，这些教师将能够很好地影响其他社区大学教师的做法，无论是在他们的机构内还是在专业组织内，如人体解剖学和生理学学会和生理学教育者实践社区。NSF IUSE: EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。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。