Creating Autonomy-Supportive Learning Environments Using Undergraduate Student Pedagogy Advocates

该项目旨在通过利用本科生作为合作者和合作伙伴来加强STEM入门课程的学习环境，从而为国家利益服务。该项目希望促进理解本科生与教师合作的方式，可以帮助实施以证据为导向的教学实践，支持学生对自主性，能力和相关性的基本心理需求。这些基本心理需求的满足反过来又应该促进以学生为中心的创造，增强学生参与，动机和最终成功的学习环境。本科生和教师之间的这种伙伴关系有可能弥合这两个群体之间的差距。这个项目的意义在于这种伙伴关系的潜力，以实施植根于特定的课堂，学科，机构和文化背景的教学实践。学生作为合作伙伴和倡导者能够贡献自己的经验和知识的过程中产生，收集和解释反馈的教学干预植根于循证实践。该项目将促进对STEM研究型教学实践成功实施和有效整合的因素的理解，以帮助培养学生的成功。该项目的目标是研究导致有效和成功实施教学实践的因素，以培养支持性学习环境，如普渡大学的IMPACT（教学事项：普渡大学学术课程改革）倡议。学生教育学倡导者（SPA）计划，借鉴学生-教师合作模式，将教师与未注册的本科生（SPA）配对。SPA参加并观察课堂，每周与教师会面，提供对课堂环境的见解和观点。学生和教师之间长达一个学期的伙伴关系创建了一个持续的反馈循环，使教师能够创建和培养自主支持的学习环境（ASLE），并支持学生的自主性，能力和相关性的基本心理需求。研究小组将调查SPA模型在大型公共机构的大型入门STEM课程中创建ASLE的条件。这项调查的范围将包括跨众多STEM学科的课程。研究团队通过确定使这种伙伴关系计划有效的基本原则来开展工作，通过研究该计划如何促进教师，SPA和参加这些STEM课程的学生的基本心理需求的满足。NSF IUSE：EDU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。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 enhancing learning environments in introductory STEM classes through the use of undergraduate students as collaborators and partners. This project hopes to advance understanding of ways in which undergraduate students, in partnership with instructors, can help to implement evidence-oriented teaching practices that support students’ basic psychological needs for autonomy, competence, and relatedness. The satisfaction of these basic psychological needs in turn should foster the creation of student-centered, autonomy-supportive learning environments that increase student engagement, motivation, and ultimately success. This partnership between undergraduate students and instructors has the potential to bridge the gaps between these two groups. The significance of this project lies in the potential for such partnerships to implement pedagogical practices rooted in particular classroom, disciplinary, institutional, and cultural contexts. Students serving as partners and advocates are able to contribute their experience and knowledge to the process of generating, collecting, and interpreting feedback on teaching interventions rooted in evidence-based practices. This project will advance understanding of factors that lead to successful implementation and effective integration of research-based teaching practices in STEM to help foster student success.The goals of this project will be to study the factors leading to the effectiveness and successful implementation of pedagogical practices fostering autonomy-supportive learning environments, as taught in Purdue University’s IMPACT (Instruction Matters: Purdue Academic Course Transformation) initiative. The Student Pedagogy Advocates (SPA) program, drawing on the student-faculty partnership model, pairs faculty with undergraduate students (SPAs) not enrolled in the class. The SPAs attend and observe class sessions and meet weekly with faculty members to offer insights and perspectives on the classroom environment. The semester-long partnership between the student and faculty member creates an ongoing feedback loop to empower faculty to create and foster autonomy-supportive learning environments (ASLE) and support their students’ basic psychological needs of autonomy, competence, and relatedness. The research team will investigate the conditions under which the SPA model creates ASLE in large introductory STEM courses at a large public institution. The scope of this investigation will include classes across numerous STEM disciplines. The research team carry out its work by identifying underlying principles that make such partnership programs effective through a study of how the program fosters the satisfaction of basic psychological needs for instructors, SPAs, and students enrolled in these STEM classes. The NSF IUSE: EDU 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.