Maximizing the Impacts of Inclusive Course-based Undergraduate Research Experiences: from Hypothesis to Undergraduate Conference Participation

最大限度地发挥基于课程的包容性本科生研究经验的影响：从假设到本科生会议参与

• 批准号: 2235819
• 负责人: Lisa Limeri
• 金额: $ 28.1万
• 依托单位: Texas Tech 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: 2023-05-01 至 2028-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235819&HistoricalAwards=false
• 关键词: Maximizing; Impacts; Inclusive; Course; based

This project aims to serve the national interest by training a highly skilled STEM workforce through undergraduate research experiences. However, such experiences are unevenly distributed and may not be available at institutions with fewer resources. Additionally, many students find accessing these opportunities difficult due to time and financial challenges. To address this challenge this project aims to assess the impacts of Course-based Undergraduate Research Experiences (CUREs) using digitized Natural History Collections (dNHC) data. These CUREs can be taught at all institution types, in online, in-person, and hybrid formats; and they have the potential to increase access to research experiences for all students. Faculty from four institutions (George Washington University, Widener University, Texas Tech University, and Westfield State University) will collaborate to measure the impacts of these CUREs on student learning and student science identity. Students who successfully complete the CUREs may apply to participate in a mentored and financially supported cohort-based scientific conference experience. How the conference experiences may further impact student learning gains will also be assessed. This study will produce a rich dataset from multiple institutions including minority serving institutions and community colleges. This will document the impacts of dNHC CUREs and connected conference experiences. This will help to encourage broader use of dNHC CUREs and supported conference experiences and help lead to a diverse and skilled STEM workforce.Gaining broad institutional support for dNHC CURE implementation and student conference presentations requires clear evidence of student gains and the transformational impacts of these experiences on student science identity which contributes to persistence in STEM. This project will formally determine the impacts of dNHC CUREs and conference experiences on student learning in data science and geospatial skills, and student perceptions of science identity and self-efficacy across institution types and student populations. This will lead to better understanding of the differential effects of these experiences across demographic student populations and diverse institutional types. To refine best practices for mentoring undergraduates through national conference experiences, training materials for faculty and students will be created, and the impacts of undergraduate conference experiences where students present their CURE research will be assessed. This project will create a large multi-institutional dataset that will enable this project to make significant contributions to the broader undergraduate STEM education enterprise's understanding of the importance of CUREs and conference experiences while also encouraging and supporting efforts to make CUREs more widespread by providing strong evidence of their efficacy and impacts. Increased use of dNHC CUREs and including conference presentations and participation will improve undergraduate education and increase the accessibility of research for all students regardless of financial hardships, personal obligations, or physical abilities that may otherwise limit their participation. This project provides training for diverse early career scientists in skills critical to a highly skilled STEM workforce and opportunities for students to attend conferences to improve their sense of belonging in science. 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.

该项目旨在通过本科研究经验培训高技能的STEM劳动力，为国家利益服务。然而，这些经验分布不均，资源较少的机构可能无法获得。此外，许多学生发现，由于时间和经济上的挑战，很难获得这些机会。为了应对这一挑战，该项目旨在评估基于课程的本科生研究经验（CURES）的影响，使用数字化的自然历史收藏（dNHC）数据。这些CURE可以在所有类型的机构，在线，面对面和混合格式进行教学;它们有可能增加所有学生获得研究经验的机会。来自四个机构（乔治华盛顿大学，沃克尔大学，得克萨斯理工大学和韦斯特菲尔德州立大学）的教师将合作，以衡量这些CURE对学生学习和学生科学身份的影响。成功完成CURE的学生可以申请参加一个有指导和财政支持的基于队列的科学会议体验。会议的经验如何可能进一步影响学生的学习收益也将进行评估。这项研究将产生一个丰富的数据集，从多个机构，包括少数民族服务机构和社区学院。这将记录dNHC CURE和相关会议体验的影响。这将有助于鼓励更广泛地使用dNHC CURE和支持的会议经验，并有助于培养多样化和熟练的STEM劳动力。为dNHC CURE实施和学生会议演示获得广泛的机构支持，需要明确的证据证明学生的收获以及这些经验对学生科学身份的转型影响，这有助于坚持STEM。该项目将正式确定dNHC CURE和会议经验对学生学习数据科学和地理空间技能的影响，以及学生对机构类型和学生群体的科学身份和自我效能感的看法。这将导致更好地了解这些经验在人口统计学上的学生群体和不同的机构类型的差异影响。为了完善通过全国会议经验指导本科生的最佳实践，将创建教师和学生的培训材料，并评估学生展示其CURE研究的本科会议经验的影响。该项目将创建一个大型的多机构数据集，使该项目能够为更广泛的本科STEM教育企业对CURE和会议经验重要性的理解做出重大贡献，同时鼓励和支持通过提供其有效性和影响的强有力证据来使CURE更加广泛的努力。增加使用dNHC CURES，包括会议演示和参与将改善本科教育，并增加所有学生的研究可及性，无论经济困难，个人义务或身体能力，否则可能会限制他们的参与。该项目为不同的早期职业科学家提供培训，掌握对高技能STEM劳动力至关重要的技能，并为学生提供参加会议的机会，以提高他们对科学的归属感。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。