Faculty Professional Identity in Community Networks for Course-based Undergraduate Research Experiences

基于课程的本科生研究经验的社区网络中的教师专业身份

• 批准号: 2321218
• 负责人: Jing Zhang
• 金额: $ 34.98万
• 依托单位: University of Nebraska-Lincoln
• 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: 2023-11-01 至 2026-10-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2321218&HistoricalAwards=false
• 关键词: Faculty; Professional; Identity; Community; Networks

This project aims to serve the national interest by investigating faculty professional identity in Course-based Undergraduate Research Experience (CURE) community networks. Undergraduate research experiences have been shown to benefit undergraduate students’ success by improving critical thinking skills, retention in STEMs, and graduation rate. CUREs provide effective alternatives to traditional and extensive undergraduate research experiences through incorporating key components of research into classroom or lab settings so that all students have access to research experiences and scientific practices. To support their students in CUREs, several large community networks of faculty at different institutions have formed; each community network focuses on a different topical area. Research on the assessment of CURE efficacy has been largely focused on student outcomes, such as its effect on conceptual learning, self-efficacy, and science identity. Few studies have looked into faculty professional identities and their roles in teaching CUREs, which will consequently impact the success of students. To help fill this important knowledge gap, this project will recruit and interview faculty from CURE community networks to investigate how faculty professional identities are influenced through participating in CURE community networks. Findings from this project will advance understanding of faculty professional identity and benefit a diverse pool of CURE faculty through informing faculty professional development activities, which will in turn broaden access to research opportunities for students from various backgrounds through enrollment in CUREs.The goal of this Individual Investigator Development – New project is to address how participation in CURE Communities of Practice impacts faculty professional identities, and to refine a faculty professional identity framework which accounts for their participation and its effects on their identities as researchers and instructors. Prior studies identified the benefits of teaching CUREs for faculty, including producing preliminary results for research, contributing to tenure and promotion, and recruiting high-quality students to faculty labs. Barriers to CURE teaching include increased time commitment, lack of subject knowledge on research topics, and limited resources. However, the roles of faculty teaching and research identities in CUREs have not been studied together. This project will take the lens of identity to explore faculty motivation and decision-making in CUREs to address this significant knowledge gap. This project will recruit CURE faculty from Malate dehydrogenase CUREs Community network and Biochemistry Authentic Scientific Inquiry Laboratory network to take part in semi-structured interviews. Transcripts will be team-coded and analyzed by thematic analysis. For this individual investigator development grant, the principal investigator will be mentored by a diverse team of senior researchers with expertise in qualitative education research and participate in professional development workshops. The principal investigator will also work with an advisory board with a broader range of expertise related to the project. Project findings will be disseminated through conference presentations and journal publications. This project is supported by NSF’s EDU Core Research Building Capacity in STEM Education Research (ECR BCSER) program, which is designed to build investigators’ capacity to carry out high-quality STEM education research in the core areas of STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development.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.

该项目旨在通过调查基于课程的本科研究经验（CURE）社区网络中的教职员工身份来为国家利益提供服务。已经证明，本科研究经验可以通过提高批判性思维能力，茎上的保留和毕业率来使本科生的成功受益。通过编码在课堂或实验室环境中的研究的关键组成部分，可以为传统和广泛的本科研究经历提供有效的替代方法，以便所有学生都可以访问研究经验和科学实践。为了支持他们的学生治愈，已经形成了不同机构的几个大型教师社区网络；每个社区网络都关注不同的主题领域。评估治疗效率的研究主要集中在学生的结果上，例如其对概念学习，自我有效和科学认同的影响。很少有研究研究教师的专业身份及其在教学疗法中的作用，这将影响学生的成功。为了填补这一重要的知识差距，该项目将从Cure社区网络招募和访谈教师，以调查教师专业身份如何通过参与Cure社区网络影响。该项目的发现将通过告知教师专业​​发展活动，从而使教师的教师身份有所了解，并受益于一系列的治愈教师，这将又可以通过入学疗法来扩大来自各种背景的学生的研究机会。该个人研究人员开发的目标 - 新项目 - 新的项目可以改善专业人士的参与，以识别专业人士的参与型的识别，以确定专业社区，以识别一种专业的效果，以确定一种识别型的习惯，以识别师范的界限，以确定师范的社区，以识别师范的效果他们作为研究人员和讲师的身份。先前的研究确定了教学对教师的好处，包括研究的生产初步结果，为任期和晋升做出贡献，并招募高质量的学生到教师实验室。治愈教学的障碍包括增加时间投入，缺乏有关研究主题的学科知识以及有限的资源。但是，教师教学和研究身份在治疗中的作用尚未一起研究。该项目将采用身份的角度来探索教师动机和决策，以解决这一重要的知识差距。该项目将招募苹果酸脱氢酶治愈社区网络和生物化学的真实科学探究实验室网络的治疗教师，以参加半结构化访谈。笔录将通过主题分析对团队编码和分析。对于这项个人调查员开发赠款，将由一支由高质量教育研究和参与专业发展研讨会的专家组成的潜水员团队来考虑首席研究员。首席调查员还将与顾问委员会合作，该顾问委员会的专业知识范围更广泛。项目发现将通过会议演讲和期刊出版物传播。该项目得到了NSF的STEM教育研究（ECR BCSER）计划的支持，该计划旨在建立研究人员在STEM学习和学习环境的核心领域进行高质量的STEM教育研究的能力，从而扩大参与STEM领域的核心领域，并扩大了STEM劳动力发展的范围，这些奖项通过评估NSF的杰出宣传奖，其智力均具有良好的支持。 标准。