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

该项目旨在通过开展试点研究来衡量学生的接受程度，以服务于国家利益，这是一个新出现的概念，可能会引导大学STEM学生实现预期的学生结果。以证据为基础的教学(EBT)实践，如全纳教学和主动学习，被广泛表明可以提高学生的关键结果，如期末课程成绩、参与度和坚持科学的意愿--所有这些都对实现长期结果，如完成STEM学位和追求STEM职业生涯至关重要。最近的研究表明，当学生“相信”--即个人识别并承诺--EBT实践时，他们甚至更有可能取得积极的学生成绩。因此，学生认同在大学STEM教育文献中已经成为一个越来越相关的概念，研究人员不仅开发了一种可靠的方法来衡量它，而且还建立了一个将这一概念与其相关的积极结果联系起来的学生认同框架。虽然这些结果是有希望的，但学生的认同有两个方面可以改进。首先，需要对影响学生接受的变量有更深入的了解。该项目利用现有的学生购买框架，试图确定和测试影响学生购买成绩的变量。第二，虽然学生接受的统计证据令人鼓舞，但现有的学生接受衡量标准(即调查工具)需要改进--该衡量标准太长，与学生接受的理论基础不完全一致。考虑到这两点，本项目计划确定更多的影响变量，并开发一种概念上更一致的、用户友好的学生接受衡量标准。该项目有三个目标：1)通过文献回顾和咨询不同的专家评审小组，探索学生接受的关键调节变量，从而改善学生接受框架；2)修订接受措施，使其更简洁、更容易理解、更可靠，从而增加其广泛适用性；以及3)通过在以证据为基础的教学实践的课堂上分发统一的接受框架措施，进行试点研究。在完成这些目标后，该项目预计将产生一个经过修订的买入措施，该措施在统计上仍然稳健，并可以以其简化形式更广泛和有效地部署。此外，该项目有可能有助于更好地理解买入是如何实现的。目前，史诗般的买入模式假定学生必须接触到一种EBT实践(“E”)，被说服实践是好的(“P”)，认同该实践(“I”)，然后致力于该实践(“C”)才能买入。尚未揭示的是EPIC模型路径中的调节关系(例如，P到I或I到C)，它们影响学生的买入成就。总而言之，这个项目试图开发、测试和传播一个更准确、更简洁的学生认同测量方法，同时也考虑其他变量，以增强认同框架的预测能力。通过这样做，它将有助于STEM教育界不断强调如何在以学生为中心的课堂上提高学生的期末课程成绩、参与度和坚持科学的意图。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过参与的学生学习路径，该计划支持有前景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 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.