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

该项目旨在通过进行试点研究来衡量学生的购买，这是一个新兴的概念，可能会导致大学STEM学生走向理想的学生成果，从而为国家利益服务。基于证据的教学（EBT）实践，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，如最终课程成绩，参与度和坚持科学的意图-所有这些对于实现长期成果都很重要，如完成STEM学位和追求STEM职业生涯。最近的研究表明，当学生“买进”时，个人识别并致力于EBT实践，他们更有可能获得积极的学生成果。因此，学生购买已经成为大学STEM教育文献中越来越相关的概念，研究人员不仅开发了一种可靠的方法来衡量它，而且还建立了一个学生购买框架，将概念与其相关的积极成果联系起来。虽然这些结果是有希望的，但学生购买的两个方面可以改进。首先，需要更好地了解影响学生购买的变量。利用现有的学生认同框架，该项目旨在确定和测试影响学生认同程度的变量。其次，虽然学生购买的统计证据是令人鼓舞的，现有的学生购买措施（即，调查工具）需要改进-这项措施太长，与学生接受的理论基础不完全一致。考虑到这两个因素，本项目计划确定其他影响变量，并制定一个概念上更一致，用户友好的学生购买措施。该项目有三个目标：1）通过文献综述和咨询不同的专家评审小组，探索买入的关键调节变量，改善学生买入框架; 2）修订买入措施，使其更加简洁，易于理解和可靠，以提高广泛的适用性; 3）通过在循证教学实践到位的教室中分发统一的买入框架措施，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修订的接受措施，该措施在统计上仍然稳健，并可以以简化的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了解如何实现买入。目前，EPIC的买入模式假定学生必须接触到EBT实践（“E”），被说服实践是好的（“P”），认同这种实践（“I”），然后致力于这种实践（“C”）才能买入。尚待揭示的是EPIC模型途径内的调节关系（例如，P对I或I对C）的影响。总之，该项目旨在开发，测试和传播一个更准确和简洁的学生购买措施，同时还考虑其他变量，可以提高购买框架的预测能力。在这样做的过程中，它将服务于STEM教育界的持续重点，寻找方法来提高学生的最终课程成绩，参与度和在以学生为中心的课堂上坚持科学的意图。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。

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.