Collaborative research: From Community to Practice: Evaluating How Open Educational Resources Facilitate Implementation of Vision and Change Principles Across Diverse Institutions

该项目旨在通过研究开放教育资源（OERs），即公共领域可用的教育材料，如何实现愿景与变革（V&amp；C）原则，为国家利益服务。V&amp；C报告呼吁生物系通过采用以学生为中心的教学方法，并在整个课程中整合核心概念和能力，来改变他们的课程。该报告还认识到，课程改革对个别教师来说是一项重大任务，实现广泛的变革需要生物教育者的共同努力。生物界以各种方式回应了这一呼吁，包括支持同行评议的OER期刊文章，这些文章描述了结构化的课程，并证明了提高本科生成功的潜力。然而，了解OERs中V&amp；C原则的组成、实现和影响的工作很少。通过描述现有资源，描述社区OER参与情况，并衡量OER实施情况和学生学习情况，该项目具有独特的优势，可以从国家层面上了解社区如何实现V&amp；C呼吁，以造福学生。该项目的统一目标是通过研究OER文章如何在各种本科院校类型中实现V&amp；C原则来推进本科生物学教育。尽管OERs具有潜在的用途，但该领域缺乏对文章中描述的现有课程的范围、教师如何实施这些课程以及这些资源是否始终如一地导致积极的学生成果的全面理解。本项目将使用一系列数据源来解决这一差距，从已发表的OER文章到当前的学生学习。该项目旨在对来自各种期刊的OER文章内容进行范围审查。范围审查将解决有关V&amp；C核心概念和能力的覆盖范围的问题；主动学习实践的使用；促进多样性、公平和包容。该项目还将调查作者和用户，以确定他们对OERs的参与程度。对于作者来说，重点将是他们如何用V&amp；C原则构建他们的课程，以及他们的机构如何奖励OER贡献。对于用户来说，重点将放在他们如何修改课程内容上。为了进一步确定实施如何影响学生的学习，教授与V&amp；C核心概念和能力相一致的预选OER课程的教师将共享课程工件（例如，讲座幻灯片）、教学视频记录和学生评估结果。综上所述，这些数据将有助于深入了解教师根据自身情况调整与V&amp； c一致的OERs的各种方式，并确定课程组成部分对不同院校类型学生学习的影响程度。从新兴的研究中，来自不同机构的教师将定期在教师指导网络（FMNs）中会面，以确定和制定改进开放式教育资源共享过程的战略。这些战略将通过诸如发出关于具体资源开发的社区呼吁等机制促进可持续发展原则；反思OER文章如何促进多样性、公平性和包容性；在家庭机构举办讲习班，帮助同事采用和实施开放式教育资源；确定部门激励和社区支持的建议，以鼓励OER的增长。该项目将通过了解如何使用与V&amp；C一致的OERs来促进学生在本科生物学课程中的学习，从而造福社会。该项目由项目说明21-7412“愿景与变革”资助，该项目支持研究“愿景与变革”运动对本科生物学教育的影响的项目。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。

This project aims to serve the national interest by examining how open educational resources (OERs), which are educational materials available in the public domain, have enabled implementation of Vision and Change (V&C) principles. The V&C report called for biology departments to transform their programs by using student-centered teaching approaches and integrating core concepts and competencies throughout their curriculum. This report also recognized that course transformation represents a major undertaking for individual instructors and that achieving widespread change would require a distributed effort across biology educators. The biology community has responded to this call in a variety of ways, including supporting peer-reviewed OER journal articles that describe structured lessons with demonstrated potential to improve undergraduate student success. However, there has been little work to understand the composition, implementation, and impacts of the V&C principles in OERs. By characterizing the existing resources, describing community OER engagement, and measuring OER implementation and student learning, this project has a unique vantage from which to understand at a national level how the V&C call has been realized by the community for the benefit of students. The unifying goal of this project is to advance undergraduate biology education by examining how OER articles have enabled implementation of V&C principles across a variety of undergraduate institution types. Despite the potential usefulness of OERs, the field lacks a comprehensive understanding of the scope of existing lessons described in articles, how instructors implement them, and whether these resources consistently lead to positive student outcomes. This project will address this gap using an array of data sources, from published OER articles to present day student learning. The project aims to conduct a scoping review of OER article content from a variety of journals. The scoping review will address questions about the coverage of V&C core concepts and competencies; the use of active learning practices; and the advancement of diversity, equity, and inclusion. This project will also survey authors and users to determine their engagement with OERs. For authors, the focus will be on how they construct their lessons with V&C principles and how their institutions reward OER contributions. For users, the focus will be on how they modify lessons for their courses. To further determine how implementation affects student learning, instructors who teach pre-selected OER lessons aligned with V&C core concepts and competencies will share course artifacts (e.g., lecture slides), video recordings of their instruction, and student assessment results. Taken together, these data will provide insights into the range of ways that instructors adapt V&C-aligned OERs for their own contexts and determine the extent to which lesson components influence student learning across institution types. Drawing from emergent research, instructors from a variety of institutions will meet regularly in faculty mentoring networks (FMNs) to identify and enact strategies to improve the OER sharing process. These strategies will promote V&C principles through mechanisms such as issuing community calls for specific resource development; reflecting on how OER articles can promote diversity, equity, and inclusion; hosting workshops at home institutions to help colleagues adopt and implement OERs; and identifying suggestions for departmental incentives and community supports that encourage increased OER growth. This project will benefit society by understanding how V&C aligned OERs can be used to promote student learning in undergraduate biology courses. This project is funded by the Program Description 21-7412, Vision and Change that supports projects that study the impact of the Vision and Change movement in Undergraduate Biology Education.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.