Developing a Measure of College Student Buy-In to Evidence-Based Teaching Practices

制定大学生接受循证教学实践的衡量标准

• 批准号: 2216019
• 负责人: Mark Graham
• 金额: $ 29.98万
• 依托单位: Yale 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: 2022-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2216019&HistoricalAwards=false
• 关键词: Developing; Measure; College; Student; Buy

This project aims to serve the national interest by conducting pilot research to measure student buy-in, an emergent concept that may lead college STEM students toward desired student outcomes. Evidence-based teaching (EBT) practices, such as inclusive teaching and active learning, are widely shown to increase key student outcomes such as final course grade, engagement, and intent to persist in the sciences — all of which are important to attaining longer-term outcomes such as completing a STEM degree and pursuing a STEM career. Recent studies have shown that when students “buy in” – i.e., personally identify and commit to – EBT practices, they are even more likely to attain positive student outcomes. Therefore, student buy-in has become an increasingly relevant concept in the college STEM education literature, and researchers have not only developed a reliable way to measure it but have also modeled a student buy-in framework that links the concept with its associated positive outcomes. While these results are promising, two aspects of student buy-in can be improved upon. First, a greater understanding of the variables that influence student buy-in is needed. Leveraging the existing student buy-in framework, the project seeks to identify and test the variables that influence students’ achievement of buy-in. Second, while the statistical evidence of student buy-in is encouraging, the existing student buy-in measure (i.e., survey tool) needs improvement – the measure is too long and not completely aligned with the theoretical underpinnings of student buy-in. With these two considerations in mind, this project plans to identify additional influencing variables and to develop a more conceptually aligned, user-friendly student buy-in measure. This project has three aims: 1) Improve the student buy-in framework by exploring key moderating variables of buy-in via a literature review and consultation with diverse expert reviewer groups; 2) Revise the buy-in measure to increase widespread applicability by making it more concise, understandable, and reliable; and 3) Conduct a pilot study by distributing the unified buy-in framework measures in classrooms where evidence-based teaching practices are in place. After completing these aims, the project anticipates producing a revised buy-in measure that remains statistically robust and can be deployed more broadly and effectively in its simplified form. Additionally, the project has potential to contribute to a better understanding of how buy-in is achieved. Currently, the EPIC model of buy-in posits that students must be exposed to an EBT practice (“E”), be persuaded that practice is good (“P”), identify with that practice (“I”), and then commit to that practice (“C”) in order to buy in. What has yet to be revealed are the moderating relationships within the pathways of the EPIC model (e.g., P to I or I to C) that influence students’ achievement of buy-in. In summary, this project seeks to develop, test, and disseminate a more accurate and concise measure of student buy-in while also considering additional variables that can enhance the predictive power of the buy-in framework. In doing so, it will serve the STEM education community’s ongoing emphasis on finding ways to increase students’ final course grade, engagement, and intent to persist in the sciences in student-centered classrooms. 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.

该项目旨在通过开展试点研究来衡量学生的接受度，从而服务于国家利益，这是一个可能引导大学生 STEM 学生取得理想学生成果的新兴概念。循证教学 (EBT) 实践，例如包容性教学和主动学习，被广泛证明可以提高学生的关键成果，例如最终课程成绩、参与度和坚持科学的意愿 - 所有这些对于获得长期成果（例如完成 STEM 学位和追求 STEM 职业）都很重要。最近的研究表明，当学生“认同”——即个人认同并致力于——EBT 实践时，他们更有可能取得积极的学生成果。因此，学生认可度已成为大学 STEM 教育文献中越来越重要的概念，研究人员不仅开发了一种可靠的方法来衡量它，而且还建模了一个学生认可度框架，将该概念与其相关的积极成果联系起来。虽然这些结果很有希望，但学生支持的两个方面还可以改进。首先，需要更好地了解影响学生购买的变量。利用现有的学生支持框架，该项目旨在识别和测试影响学生支持成就的变量。其次，虽然学生支持的统计证据令人鼓舞，但现有的学生支持衡量标准（即调查工具）需要改进——该衡量标准太长，并且与学生支持的理论基础不完全一致。考虑到这两点，该项目计划确定其他影响变量，并开发一种概念上更加一致、用户友好的学生支持措施。该项目有三个目标：1）通过文献综述和与不同专家评审小组的协商，探索支持的关键调节变量，从而改善学生的支持框架； 2) 修改买入措施，使其更加简洁、易懂和可靠，以提高广泛的适用性； 3) 开展试点研究，在实施循证教学实践的教室中分发统一的支持框架措施。完成这些目标后，该项目预计会制定修订后的支持措施，该措施在统计上仍然稳健，并且可以以其简化形式更广泛、更有效地部署。此外，该项目有可能有助于更好地理解如何实现支持。目前，EPIC 的认同模型认为，学生必须接触 EBT 实践（“E”），被说服该实践是好的（“P”），认同该实践（“I”），然后致力于该实践（“C”）才能认同。尚未揭示的是 EPIC 模型路径（例如，P 到 I 或 I 到 C）内影响学生认同成就的调节关系。总之，该项目旨在开发、测试和传播更准确、更简洁的学生支持度衡量标准，同时还考虑可以增强支持度框架预测能力的其他变量。在此过程中，它将服务于 STEM 教育界持续强调的寻找方法来提高学生的最终课程成绩、参与度以及在以学生为中心的课堂上坚持科学的意愿。 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。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建、探索和实施。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。