Coaching to Learn: A Peer-to-Peer Intervention to Help College Students Apply and Transfer Effective Learning Strategies across STEM Courses

辅导学习：通过同伴干预帮助大学生在 STEM 课程中应用和迁移有效的学习策略

• 批准号: 2142383
• 负责人: Mark McDaniel
• 金额: $ 6.02万
• 依托单位: Washington University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-10-01 至 2025-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2142383&HistoricalAwards=false
• 关键词: Coaching; Learn; Peer; Intervention; Help

This project aims to serve the national interest by implementing a peer-based intervention that trains college students to use research-based cognitive study strategies to support academic success and retention in STEM majors. Undergraduate students who start college pursuing STEM majors often change plans after earning lower than expected grades in required introductory STEM courses. A mismatch between less effective learning strategies students typically use and more effective strategies that could be adopted contributes to this problem. A growing body of research demonstrates that college students rely heavily on ineffective learning strategies such as rote memorization and cramming. Coaching to Learn is a unique peer-to-peer intervention that empowers college students to learn, apply, and transfer effective learning strategies across STEM courses. The importance of this project stems from its novel use of an intervention that integrates concepts from cognitive psychology and discipline-based education research and embeds peer-based coaching in effective study strategies into an introductory course.This project plans to expand and rigorously test the Coaching to Learn model with a mixed-method, four-semester longitudinal investigation of outcomes, including exam scores and grades earned in Calculus 1, grades in other key STEM courses, progress toward graduation, and retention in STEM majors. Students in Calculus 1 will be randomized into treatment and control groups, and analyses will estimate the treatment effect using administrative data and pre-, post-, and follow-up surveys. These surveys, along with semi-structured interviews with participants, will allow additional analysis of students’ perceptions of the coaching program and peer coaches; their understanding, application, and transfer of the focal learning strategies; and the potential moderating effects of self-regulation and sense of belonging. Separate analysis of outcomes will be performed for populations of low-income, first-generation, and underrepresented minority students, who may be especially likely to benefit from coaching to train effective study strategies. The broad scope of the design and evaluation of Coaching to Learn reflects the project’s long-term goal: creating a model that can be replicated with adaptation to other educational settings, including community colleges and minority serving institutions. 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.

该项目旨在通过实施基于同伴的干预来服务于国家利益，该干预旨在培训大学生使用基于研究的认知学习策略来支持STEM专业的学术成功和保留。开始大学攻读STEM专业的本科生经常在所需的入门STEM课程中获得低于预期的成绩后改变计划。 学生通常使用的不太有效的学习策略和可以采用的更有效的策略之间的不匹配导致了这个问题。越来越多的研究表明，大学生在很大程度上依赖于无效的学习策略，如死记硬背和填鸭式。Coaching to Learn是一种独特的点对点干预，使大学生能够在STEM课程中学习，应用和转移有效的学习策略。该项目的重要性源于其新颖的干预方法，该方法整合了认知心理学和基于学科的教育研究的概念，并将基于同伴的指导嵌入到入门课程的有效学习策略中。该项目计划通过混合方法，对结果进行四个学期的纵向调查，包括考试成绩和微积分1的成绩，其他关键STEM课程的成绩，毕业进度以及STEM专业的保留。微积分1的学生将被随机分为治疗组和对照组，分析将使用管理数据和术前，术后和随访调查来估计治疗效果。这些调查，沿着与参与者的半结构化访谈，将允许额外的分析学生的看法的教练计划和同伴教练;他们的理解，应用和转移的重点学习策略;和潜在的调节作用的自我调节和归属感。将对低收入，第一代和代表性不足的少数民族学生的人口进行单独的结果分析，他们可能特别有可能从教练中受益，以培训有效的学习策略。“指导学习”的设计和评估范围广泛，反映了该项目的长期目标：创建一个可复制的模式，并加以调整，以适应其他教育环境，包括社区学院和少数民族服务机构。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。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。