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

该项目旨在通过审查开放教育资源(OER)--即公共领域中可获得的教育材料--如何使愿景与变革(V&Amp；C)原则得以实施，从而服务于国家利益。V&amp；C的报告呼吁生物系通过使用以学生为中心的教学方法并将核心概念和能力整合到他们的课程中来改变他们的课程。这份报告还认识到，课程改革是教师个人的一项重大任务，实现广泛的改革需要生物学教育工作者的共同努力。生物界以各种方式响应了这一呼吁，包括支持同行评议的OER期刊文章，这些文章描述了具有证明有潜力提高本科生成功的结构化课程。然而，在了解开放式教育资源中V&A；C原则的组成、实施和影响方面的工作还很少。通过描述现有资源，描述社区OER参与度，并衡量OER实施和学生学习，该项目具有独特的优势，可以在国家层面上了解社区如何实现V&A；C Call以造福学生。这个项目的统一目标是通过研究OER文章如何使V&A；C原则在各种本科院校类型中得以实施来推进本科生物学教育。尽管OERS有潜在的用处，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持续地为学生带来积极结果的全面了解。这个项目将使用一系列的数据源，从已发表的OER文章到当今的学生学习，来解决这一差距。该项目旨在对来自各种期刊的OER文章内容进行范围审查。范围界定审查将解决以下问题：V&amp；C核心概念和能力的覆盖范围；积极学习实践的使用；以及促进多样性、公平性和包容性。该项目还将对作者和用户进行调查，以确定他们对开放式教育资源的参与程度。对于作者来说，重点将是他们如何用V&A；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的课程上。为了进一步确定实施如何影响学生的学习，教授与V&A；C核心概念和能力相一致的预先选择的OER课程的教师将分享课程人工制品(例如，讲课幻灯片)、教学录像和学生评估结果。综上所述，这些数据将为教师根据自己的情况调整V&A；C协调的OER的一系列方式提供洞察，并确定课程组成部分对不同院校类型的学生学习的影响程度。来自不同机构的讲师将从紧急研究中吸取教训，定期在教师指导网络(FMN)中会面，以确定和制定改进OER共享过程的战略。这些战略将通过以下机制促进V&amp；C原则：发布社区呼吁具体的资源开发；反思OER条款如何能够促进多样性、公平性和包容性；在国内机构举办研讨会，帮助同事采用和实施OER；以及确定部门激励和社区支持的建议，以鼓励OER增长。这个项目将通过了解V&A；C对齐的OER如何在本科生物课程中促进学生的学习而造福社会。这个项目是由项目描述21-7412，愿景和变化资助的，该项目支持研究愿景和变化运动对本科生物学教育的影响的项目。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.