Investigation of Faculty Perceptions of Course-based Undergraduate Research Experiences and Barriers to their Implementation

教师对基于课程的本科生研究经验的看法及其实施障碍的调查

• 批准号: 2235568
• 负责人: Jessica Martin
• 金额: $ 28.76万
• 依托单位: Northeastern State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-01-01 至 2025-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235568&HistoricalAwards=false
• 关键词: Investigation; Faculty; Perceptions; Course; based

This project aims to serve the national interest by increasing the implementation and visibility of Course-based Undergraduate Research Experiences (CUREs) in STEM courses, with a focus on introductory level STEM courses. At Northeastern State University, which is both a Minority Serving Institution (MSI) and a Native American Serving Non-Tribal Institution (NASNTI), CUREs are expected to impact a significant number of students historically underrepresented in their pursuit of STEM fields of study, especially NSU’s Native American student population. This project at NSU will explore strategies to ensure faculty are fully committed to the use of CUREs in their courses using a workshop and mentoring program. The project is designed to host a broadly available workshop and presentation about the value of CUREs in undergraduate STEM education followed by a fellowship opportunity at NSU. STEM faculty will have the opportunity to apply for the fellowship program. The selected faculty will be paired with a mentor to participate in a series of training workshops, and develop a new CURE for one of their courses. The following semester, they will teach the course with the new CURE. Throughout the project, data regarding faculty perceptions, current barriers to implementation of CUREs, and student outcomes will be collected and analyzed. The results from this project may help guide future projects to increase use of CUREs in STEM courses at other institutions. The proposed project will explore strategies to ensure faculty are fully aware of and committed to the use of CUREs in their courses. The project will seek to meet the following five objectives. First is to increase the use of CUREs in STEM courses by 200% (from 4 to 12 STEM courses). Second is to recruit an additional 45 students into STEM majors, including an additional 20 students from underrepresented backgrounds. Third is to improve the sense of self-efficacy among 90% of students in introductory STEM courses taught by participating faculty. Fourth is to decrease the rate of students who drop, fail or withdraw (DFW) by 10% in introductory STEM courses taught by participating faculty. Fifth is to disseminate the results of the project to others including other minority serving institutions. To accomplish these objectives, the project team will design a workshop focused on increasing knowledge of CUREs as a pedagogical tool, and on examining models for successfully integrating CUREs into classroom teaching. Following the workshop, the participating faculty will have the opportunity to apply for one of the CURE fellowships that will provide the time needed to develop, implement, assess, and revise at least one CURE in each fellow’s course load. Each fellow will also be assigned a CURE mentor who will provide ongoing feedback and support through the process. Another key goal of this project is to explore two questions that are essential to promoting these highly impactful experiences for undergraduates. (1) Why are STEM faculty hesitant to incorporate CUREs experiences into their undergraduate classes? (2) Will the proposed workshop and fellowship program be effective in promoting implementation of CUREs? The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its 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.

该项目旨在通过增加STEM课程中基于课程的本科研究经验（Cures）的实施和可见性来为国家利益提供服务，重点是介绍级别的STEM课程。在东北州立大学，既是少数派服务机构（MSI），又是美国原住民服务非部落机构（NASNTI），预计疗法有望影响大量的学生在追求STEM研究领域，尤其是NSU的美国原住民学生人数。 NSU的该项目将探讨策略，以确保教师完全致力于使用研讨会和心理计划在课程中使用治疗方法。该项目旨在举办一个广泛可用的研讨会和有关在本科STEM教育中治疗价值的演讲，然后在NSU举行了奖学金机会。 STEM教师将有机会申请奖学金计划。选定的教职员工将与精神融合，参加一系列培训研讨会，并为其中一门课程开发新的治疗方法。在接下来的学期，他们将使用新的治愈方法教授课程。通过该项目，将收集和分析有关教师看法，当前实施治疗的障碍以及学生成果的数据。该项目的结果可能有助于指导未来的项目增加其他机构在STEM课程中的治疗方法的使用。拟议的项目将探讨策略，以确保教师在课程中充分意识到并致力于使用治疗方法。该项目将寻求达到以下五个目标。首先是将STEM课程中的治疗疗法的使用增加200％（从4到12个STEM课程）。其次是将另外45名学生招募到STEM专业，其中包括来自代表性不足背景的20名学生。第三是提高90％的学生在介绍参与教师教授的STEM课程中的自我效能感。第四是在介绍参与教师教授的STEM课程中降低，失败或退出（DFW）的学生率。第五是将项目的结果传播给包括其他少数派服务机构的其他人。为了实现这些目标，项目团队将设计一个研讨会，专注于将治疗方法作为教学工具的知识增加，并研究成功将治疗方法成功整合到课堂教学中的模型。在研讨会之后，参与的教师将有机会申请其中一项治疗奖学金，这些奖学金将提供开发，实施，评估，评估和修改至少每种同伴课程负担所需的时间。每个人还将分配一种治疗心态，将在整个过程中提供持续的反馈和支持。该项目的另一个主要目标是探索两个问题，这些问题对于促进本科生的这些高度影响力的经历至关重要。 （1）为什么STEM教师犹豫不决地将治疗经验纳入本科课程？ （2）拟议的研讨会和奖学金计划是否有效地促进治疗方法？ NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过其参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估标准，被视为通过评估而被视为珍贵的支持。