Collaborative Research: Facilitating Change in Undergraduate STEM: A multidisciplinary, multimethod metasynthesis mapping a decade of growth

研究表明，使用基于证据的、以学生为中心的教学策略有助于提高本科科学、技术、工程和数学课程的学习、记忆和公平性。然而，同样明显的是，常用的改变努力并没有使研究型教学成为美国高等教育机构的规范。这项综合研究的成果将用于指导改善本科STEM教学的努力，以在大学和学院院系以及跨机构内产生和支持重要的教学变革。本综合研究回顾了2010年至2021年间本科阶段科学、技术、工程和数学课程教学干预的效果。审查还包括所有社会科学本科教学。具体的重点是通过教学变革来更好地支持学生学习STEM内容。这篇综述将使用一个综合的方法来确定主题和进展，并使用框架综合的方法。文献检索过程是根据当前搜索策略研究得出的，代表了综合方法的最佳实践。该项目使用人工智能辅助方法来确定文献中的一般主题。虽然这是系统审查中的一个新兴研究领域，但该计划还建立了人工智能辅助编码与人类定性编码的测试。本研究项目由美国国家科学基金会EHR核心研究（ECR）项目支持。ECR项目强调在该领域产生基础知识的基础STEM教育研究。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。该项目支持积累有力的证据，为理解、构建理论进行解释提供信息，并提出干预和创新建议，以应对STEM兴趣、教育、学习和参与方面的持续挑战。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。

Research has shown that the use of evidence-based, student-centered instructional strategies helps to increase learning, retention, and equity in undergraduate science, technology, engineering, and mathematics courses. However, it is also clear that commonly used change efforts have not made research-based instruction the norm in U.S. institutions of higher education. Outcomes from this synthetic research will be used to guide efforts to improve undergraduate STEM instruction to generate and support important instructional change within university and college departments and across institutions. This synthetic research reviews the effects of instructional interventions in science, technology, engineering, and mathematics courses at the undergraduate level between the years 2010 and 2021. The review also includes all of social science undergraduate instruction. The specific focus is on efforts to better support student learning of STEM content through instructional change. The review will use a meta-synthesis to identify themes and advances in the literature using a framework synthesis approach. The literature search process is informed by current research on search strategies and represents best practice in synthesis methods. The project uses AI-assisted approaches to identify general themes in the literature. While this is an emerging area of research in systematic review, the plan also builds in a test of the AI-assisted coding against human qualitative coding.This research project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.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.