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Collaborative Research: HSI Implementation and Evaluation Project: Commitment to Learning Instilled by Mastery-Based Undergraduate Program

合作研究：HSI 实施和评估项目：精通本科课程灌输的学习承诺

基本信息

批准号：
2122941
负责人：
David Raymond
金额：
$ 70万
依托单位：
California State L A University Auxiliary Services Inc.
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2021
资助国家：
美国
起止时间：
2021-10-15 至 2024-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122941&HistoricalAwards=false
关键词：
Collaborative Research HSI Implementation Evaluation

项目摘要

Grading practices have been identified as one of the main culprits in the persistence of equity gaps. Traditional grading methods can be inequitable, ineffective, and even damaging to first-generation students, including Latinx students. To address this issue, a team of faculty from California State University, Los Angeles, in partnership with colleagues from East Los Angeles College and Pasadena City College, will work to transform student learning and assessment in second-year engineering courses. The project will develop and study a three-year professional development program to support the implementation of mastery-based grading, a form of grading that centers on two main concepts. First is that eventual mastery of the material is what counts, not artificial checkpoints during a term. Second is that multiple opportunities to show mastery should be available to students with no penalty for failed attempts. Mastery-based grading will be implemented at the aforementioned schools (three very-high enrolling Hispanic-serving institutions) with a goal of improving teaching and learning and promoting fundamental research on engaging student learning and engineering identity development. That research effort will be led by the portion of the project team at Arizona State University. The project will begin with a course redesign phase in which faculty will receive instruction in restructuring courses for mastery grading through a course redesign process. Faculty will then pilot the redesigned courses in the following semester, allowing for additional fine tuning of the redesign. Additional faculty will be brought into the redesigned courses, after being trained on the use of mastery-grading while engaged in an ongoing, cross-institutional faculty learning community. An embedded, student-centered research effort will investigate whether participation in a mastery-based learning environment shifts first-generation college students’ academic motivation, mindset, and attitudes over time.Three goals will guide this project. First is to redesign courses using mastery-based grading to improve rates of transfer and course completion for sophomore engineering “gateway” courses. Second is to foster and measure shifts in student attitudes towards learning, confidence as learners, and engineering identity. Third is to create a sustainable, multi-institutional faculty learning community and professional development program for faculty to utilize mastery-based grading. Project research will advance understanding of the effect that mastery-based grading has on post-secondary engineering students. It will advance understanding of how the new learning environment impacts first-generation college engineering students’ achievement motivation, affective state, identity development, mindsets about their abilities to learn, and persistence beliefs (i.e., academic profiles). Achievement goal theory is a prominent theoretical framework in achievement motivation, yet there is a dearth of research using this framework within the context of a predominantly minority student population. This project will fill this gap by empirically examining first-generation college students’ achievement motivation and advance understanding of how first-generation college students’ achievement motivations support the development of their engineering identity. Major data sources include student surveys, student and faculty interviews, and examination of student outcomes in the transformed courses. In addition to dissemination through conference presentations and journal publications, a hybrid faculty development course for using Mastery-Based Grading will be developed and made available to project faculty and disseminated to facilitate broader adoption. The Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program) aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Projects supported by the HSI Program will also draw from these approaches to generate new knowledge on how to achieve these aims.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.

分级做法被认为是造成公平差距持续存在的主要原因之一。传统的评分方法可能是不公平的，无效的，甚至损害第一代学生，包括拉丁裔学生。为了解决这个问题，来自洛杉矶的加州州立大学的一个教师团队与来自东洛杉矶学院和帕萨迪纳城市学院的同事合作，将努力改变学生在二年级工程课程中的学习和评估。该项目将制定和研究一个为期三年的专业发展计划，以支持实施以掌握为基础的分级，这种分级形式集中在两个主要概念上。首先，最终掌握材料才是最重要的，而不是在一个学期中人为设置的检查点。第二，学生应该有多种机会展示自己的掌握程度，而不因失败而受到惩罚。基于掌握的分级将在上述学校（三个非常高的招生西班牙裔服务机构）实施，目标是改善教学和学习，促进对学生学习和工程身份发展的基础研究。这项研究工作将由亚利桑那州立大学项目小组的一部分领导。该项目将开始与课程重新设计阶段，教师将收到指示，在重组课程，掌握通过课程重新设计过程中的评分。然后，教师将在下一个学期试点重新设计的课程，允许重新设计的额外微调。更多的教师将被带入重新设计的课程，经过培训后，使用掌握分级，同时从事一个持续的，跨机构的教师学习社区。一项嵌入式的、以学生为中心的研究工作将调查参与以掌握为基础的学习环境是否会随着时间的推移改变第一代大学生的学习动机、心态和态度。首先是重新设计课程，采用基于掌握程度的评分，以提高大二工程“入门”课程的转学率和课程完成率。其次是培养和衡量学生对学习的态度，作为学习者的信心和工程身份的转变。第三是创建一个可持续的，多机构的教师学习社区和教师专业发展计划，利用掌握为基础的分级。项目研究将促进理解的效果，掌握为基础的分级对大专工程专业的学生。它将促进了解新的学习环境如何影响第一代大学工程专业学生的成就动机，情感状态，身份发展，对他们的学习能力的心态，和坚持信念（即，学术概况）。成就目标理论是成就动机的一个重要理论框架，但在以少数民族学生为主的背景下，缺乏使用这一框架的研究。本项目将通过实证研究第一代大学生的成就动机来填补这一空白，并进一步了解第一代大学生的成就动机如何支持他们的工程身份的发展。主要的数据来源包括学生调查，学生和教师的采访，并在改造课程的学生成果的检查。除了通过会议演讲和期刊出版物传播，将开发一个混合教师发展课程，使用掌握为基础的评分，并提供给项目教师和传播，以促进更广泛的采用。改善本科STEM教育：西班牙裔服务机构（HSI计划）旨在加强本科STEM教育，扩大STEM的参与，并建立HSI的能力。实现这些目标，鉴于不同的性质和背景下的HSIs，需要创新的方法，激励机构和社区转型，促进基础研究（一）参与学生学习，（二）关于如何有效地多样化和增加STEM的参与，以及（三）提高我们对如何在HSIs建立机构能力的理解。HSI计划所支持的项目也将从这些方法中汲取经验，以产生关于如何实现这些目标的新知识。该奖项反映了NSF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。