Collaborative Research: New to IUSE: EDU DCL:Diversifying Economics Education through Plug and Play Video Modules with Diverse Role Models, Relevant Research, and Active Learning
协作研究:IUSE 新增功能:EDU DCL:通过具有不同角色模型、相关研究和主动学习的即插即用视频模块实现经济学教育多元化
基本信息
- 批准号:2315698
- 负责人:
- 金额:$ 3.47万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2024
- 资助国家:美国
- 起止时间:2024-01-01 至 2025-12-31
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
This project aims to serve the national interest by improving economics education in undergraduate programs. Introductory economics courses (taken by a significant number of undergraduate students) often fall short of their potential due to outdated teaching methods, classroom practices that are not inclusive, and a paucity of diverse role models. In comparison to other STEM fields that have made strides in developing and adopting innovative teaching approaches that welcome diverse perspectives, economics has lagged behind. Consequently, the ability of economics to contribute to solving societal problems is compromised. The lack of diversity not only affects the topics studied but also limits the exchange of diverse ideas in the classroom, hindering broader societal progress. This project seeks to address these issues by developing and evaluating a classroom intervention using evidence-based methods from STEM education literature, with the goal of broadening perceptions of economics, enhancing student sense of belonging, and increasing diversity and retention in the field. The proposed intervention consists of a series of modules instructors can easily plug into introductory economics courses designed to expose students to diverse role models and a range of exciting and relevant topics through professionally produced videos. Accompanying curricular materials, grounded in evidence-based active learning principles, will deepen student engagement and learning. The project hypothesizes that this intervention will positively influence students' perceptions about economics, strengthen their sense of belonging in economics and their belief in their own abilities, and improve learning, persistence, and retention, particularly among diverse students. The modules will also provide professional development opportunities for economics instructors, enabling them to implement best practices in their classrooms. By bringing together these evidence-based approaches and delivering them to the introductory economics classroom, this Tier 1 project aligns with the IUSE: EDU Program's Engaged Student Learning track, aiming to improve economics education, engage students through innovative and inclusive practices, enhance diversity, and prepare students with a comprehensive understanding of economic principles and their applications. The project also furthers the NSF mission by expanding knowledge on STEM education and increasing the capacity of the US to conduct research in economics, a crucial STEM field, by contributing to a more vibrant and diverse economics workforce.This project uses a mixed methods research approach by incorporating focus group input into the development of the project modules and quantitative and qualitative methods for impact evaluation. The project team plans to deploy the modules in classes at varied types of institutions in collaboration with instructors. Each instructor will have a “control” semester in which they do not use the modules and a “treatment” semester in which they conduct the pre- and post-surveys that will be used to collect data on constructs such as STEM identity, self-efficacy, connectedness and belonging, and perceptions of persistence in economics. Combining that data with institutional data, the project team will perform difference-in-differences regressions to analyze project impacts. The intellectual merit of this project lies in leveraging the existing evidence about active learning and role models to create a novel set of modules, combining diverse role models, policy relevance, and active learning techniques to shape diverse students' perceptions, identity, and persistence. The modules are designed to be adaptable to a wide range of institutions, facilitating their easy integration into introductory economics classrooms. The broader goals of this project start in the classroom but extend beyond it, aiming to create a profession that welcomes economists from all backgrounds to address society's challenges. The modules this project creates should positively influence students' experiences in economics education, diversify the pipeline of economics students, provide professional development opportunities for instructors, and broaden the voices and perspectives represented in economics. The NSF IUSE: EDU 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 and to advance our understanding of persistence in economics.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.
本项目旨在通过改善本科经济学教育服务于国家利益。由于过时的教学方法、缺乏包容性的课堂实践以及缺乏多样化的榜样,经济学入门课程(由大量本科生选修)往往无法发挥其潜力。其他STEM领域在开发和采用欢迎不同观点的创新教学方法方面取得了长足进步,与之相比,经济学却落后了。因此,经济学帮助解决社会问题的能力受到了损害。缺乏多样性不仅影响了研究的主题,也限制了课堂上不同思想的交流,阻碍了更广泛的社会进步。本项目旨在通过使用STEM教育文献中的循证方法开发和评估课堂干预来解决这些问题,目的是拓宽经济学的认知,增强学生的归属感,增加该领域的多样性和保留率。拟议的干预措施包括一系列模块,教师可以很容易地将其插入经济学入门课程,旨在通过专业制作的视频让学生接触到各种各样的榜样和一系列令人兴奋的相关主题。配套的课程材料,基于循证主动学习原则,将加深学生的参与和学习。该项目假设,这种干预将积极影响学生对经济学的看法,增强他们对经济学的归属感和对自己能力的信念,并提高学习、坚持和保留,特别是在不同的学生中。这些模块还将为经济学讲师提供专业发展机会,使他们能够在课堂上实施最佳实践。通过将这些基于证据的方法整合在一起,并将它们提供给入门经济学课堂,这个一级项目与IUSE: EDU计划的参与学生学习轨道保持一致,旨在改善经济学教育,通过创新和包容性的实践吸引学生,增强多样性,并使学生对经济学原理及其应用有全面的理解。该项目还通过扩大STEM教育的知识,提高美国在经济学(一个重要的STEM领域)进行研究的能力,促进更具活力和多样化的经济学劳动力,从而进一步推进美国国家科学基金会的使命。本项目采用混合方法研究方法,将焦点小组的意见纳入项目模块的开发,并采用定量和定性方法进行影响评价。项目团队计划与教师合作,在不同类型机构的课堂上部署这些模块。每位教师将有一个不使用这些模块的“控制”学期和一个进行前后调查的“治疗”学期,这些调查将用于收集有关STEM身份、自我效能、连通性和归属感以及对经济学持久性的看法等结构的数据。将这些数据与机构数据相结合,项目团队将执行差异中的差异回归来分析项目影响。这个项目的智力价值在于利用现有的关于主动学习和榜样的证据来创建一套新的模块,将不同的榜样、政策相关性和主动学习技巧结合起来,塑造不同的学生的观念、身份和毅力。这些模块的设计是为了适应广泛的机构,促进他们容易整合到入门经济学课堂。这个项目更广泛的目标从课堂开始,但延伸到课堂之外,旨在创造一个欢迎各种背景的经济学家来解决社会挑战的职业。本项目创建的模块应能积极影响学生的经济学教育经历,使经济学学生的渠道多样化,为教师提供专业发展机会,拓宽经济学领域的声音和视角。NSF IUSE: EDU项目支持研究和开发项目,以提高所有学生STEM教育的有效性。通过参与学生学习轨道,该计划支持有前途的实践和工具的创建,探索和实施,并促进我们对经济学持久性的理解。该奖项反映了美国国家科学基金会的法定使命,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。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Sarah Jacobson其他文献
We Just Don't Understand
我们只是不明白
- DOI:
10.1177/105649269500400409 - 发表时间:
1995 - 期刊:
- 影响因子:0
- 作者:
J. White;Sarah Jacobson;R. Jacques;Nanette Fondas;N. Steckler - 通讯作者:
N. Steckler
Role of 5-HT1A receptors in the ability of idazoxan and raclopride to block conditioned avoidance responding
5-HT1A 受体在咪唑克生和雷氯必利阻断条件性回避反应能力中的作用
- DOI:
- 发表时间:
2009 - 期刊:
- 影响因子:0
- 作者:
Sarah Jacobson - 通讯作者:
Sarah Jacobson
A dynamic systems methodological approach to understanding the collaborative nature of joint attention in early childhood settings
理解幼儿环境中共同注意力的协作性质的动态系统方法论
- DOI:
10.1177/18369391221130784 - 发表时间:
2022 - 期刊:
- 影响因子:1.8
- 作者:
Sarah Jacobson;S. Degotardi - 通讯作者:
S. Degotardi
RECEPTIVE LANGUAGE AND NEUROMOTOR DEFICITS IN CHILDRENWITHPSYCHOTIC SYMPTOMS
- DOI:
10.1016/s0920-9964(08)70458-4 - 发表时间:
2008-06-01 - 期刊:
- 影响因子:
- 作者:
Mathieu Blanchard;Sarah Jacobson;Ian Kelleher;Mary Clarke;Mary Cannon - 通讯作者:
Mary Cannon
(Im)patience by proxy: Making intertemporal decisions for others
- DOI:
10.1016/j.jebo.2020.12.008 - 发表时间:
2021-02-01 - 期刊:
- 影响因子:
- 作者:
Angela C.M. de Oliveira;Sarah Jacobson - 通讯作者:
Sarah Jacobson
Sarah Jacobson的其他文献
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{{ truncateString('Sarah Jacobson', 18)}}的其他基金
RUI: In-Kind Giving: Motives, Beliefs, and Behaviors
RUI:实物捐赠:动机、信念和行为
- 批准号:
1947464 - 财政年份:2020
- 资助金额:
$ 3.47万 - 项目类别:
Standard Grant
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