Comparing student success, team dynamics, and cost in three different active learning formats in undergraduate physics education

比较本科物理教育中三种不同主动学习形式的学生成功、团队动力和成本

• 批准号: 2215202
• 负责人: Eliza Morris
• 金额: $ 29.99万
• 依托单位: University Enterprises, Incorporated
• 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=2215202&HistoricalAwards=false
• 关键词: Comparing; student; success; team; dynamics

This project aims to serve the national interest by promoting student success in an introductory college physics course. This project plans to implement and compare three different active learning formats in physics teaching. All three formats are based on proven best practices known to improve student success. However, each format differs in how it incorporates team dynamics and student leadership in the classroom. Each format also differs in cost. By comparing student outcomes in the three formats, this project hopes to address how the incorporation of student leadership and teamwork could cost-effectively improve student success and learning in college physics class. This could advance knowledge about building a diverse and inclusive workforce, as well as broadening participation in STEM. The project has the potential significance of creating a low-cost model that can be implemented in undergraduate STEM classrooms broadly to promote student success and retention, while also developing students’ leadership capacity and teamwork skills, both highly valued workplace skills. The overarching goal of this project is to develop, implement, and evaluate three active learning classroom formats in the context of introductory college physics. The project will compare three active learning formats, all of which vary in cost and use different active learning, student leadership, and teamwork elements. The three formats will be implemented in parallel over the course of four semesters and are distinguished by having: (a) no undergraduate student learning assistants in leadership roles, (b) paid undergraduate learning assistants who have previously completed the course in leadership roles, or (c) rotating peer leaders drawn from current students in the course. The project plans to assess the effectiveness of these three approaches across several dimensions, including cost, student retention and course completion rates, student performance on subject matter assessments, and surveys assessing student leadership capacity and attitudes. While active learning practices are generally known to improve student success and learning, the specific cost and efficacy of different modalities may vary and is not well understood. Situated in a Hispanic Serving Institution, this project hopes to provide insights about sustainable, low-cost active learning formats in undergraduate STEM education that could be broadly relevant. Also, the project should advance understanding of how implementing different approaches to student leadership roles into STEM courses might promote student success and retention, while also developing students’ leadership skills. 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 project is also supported by the NSF IUSE: HSI program, which has the goals of enhancing the quality of undergraduate STEM education, and increasing the recruitment, retention, and graduation rates of students pursuing associate’s or baccalaureate degrees in STEM.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.

该项目旨在通过促进学生在大学物理入门课程中的成功来服务于国家利益。本研究计划在物理教学中实施并比较三种不同的主动学习模式。所有这三种格式都是基于已知的提高学生成功的最佳实践。然而，每种形式在如何将团队动力和学生领导力融入课堂上有所不同。每种格式的成本也不同。通过比较学生在这三种形式的成果，本项目希望解决如何将学生的领导和团队合作可以成本有效地提高学生的成功和学习在大学物理课。这可以促进关于建立多元化和包容性劳动力的知识，以及扩大STEM的参与。该项目具有创建一个低成本模式的潜在意义，可以在本科STEM教室广泛实施，以促进学生的成功和保留，同时也培养学生的领导能力和团队合作技能，这两种技能都是非常受重视的工作场所技能。 该项目的总体目标是在大学物理入门的背景下开发、实施和评估三种主动学习课堂形式。该项目将比较三种主动学习形式，所有这些形式的成本都不同，并使用不同的主动学习，学生领导力和团队合作元素。这三种形式将在四个学期的课程中并行实施，并通过以下方式进行区分：（a）没有领导角色的本科生学习助理，（B）支付本科生学习助理谁以前完成了领导角色的课程，或（c）从当前学生中抽取的旋转同行领导者。该项目计划从几个方面评估这三种方法的有效性，包括成本、学生保留率和课程完成率、学生在学科评估方面的表现以及评估学生领导能力和态度的调查。虽然积极的学习实践通常被认为可以提高学生的成功和学习，但不同模式的具体成本和功效可能会有所不同，而且还没有得到很好的理解。该项目位于西班牙裔服务机构，希望提供有关本科STEM教育中可持续，低成本主动学习形式的见解，这些形式可能具有广泛的相关性。此外，该项目还应进一步了解如何在STEM课程中实施不同的学生领导角色方法，以促进学生的成功和保留，同时培养学生的领导技能。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。通过学生的学习轨道，该计划支持创建，探索和实施有前途的做法和工具。该项目还得到了NSF IUSE：HSI项目的支持，该项目的目标是提高本科STEM教育的质量，并提高攻读STEM副学士或学士学位学生的录取率、保留率和毕业率。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。