Collaborative Research: Characterizing and empowering student success when traversing the academic help landscape

协作研究：在穿越学术帮助景观时描述并赋予学生成功的能力

• 批准号: 2336804
• 负责人: Sarah Heckman
• 金额: $ 37.41万
• 依托单位: North Carolina State University
• 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: 2024-05-01 至 2027-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2336804&HistoricalAwards=false
• 关键词: Collaborative; Research; Characterizing; empowering; student

This IUSE Computer Science Level 2 Engaged Student Learning project aims to serve the national interest by studying the complex help resource landscape available to students in computing courses and how students traverse this landscape. Increasing enrollments in computing courses have resulted in a low instructor-to-student ratio, especially for introductory computing courses, which often include non-computing majors who need to learn fundamental computing skills. In large courses, students are more likely to interact with teaching assistants rather than the instructor. Modern computing courses have a high cognitive load and require the students to use various complex tools. To succeed in computing courses, students must be independent, highly self-regulated learners who can navigate multiple help resources. This project will advance the understanding of the help-seeking landscape and how students from different backgrounds seek help in computing courses.The project goals are to 1) characterize the help resource landscape available in computing courses; 2) understand students’ behaviors and usage of help resources; and 3) evaluate an intervention to improve students’ understanding and usage of help resources to empower them with valuable self-regulated learning skills to increase their learning. The project will use a quantitative approach to describe the current help resource landscape in computing courses. Interviews with students will clarify their help-seeking patterns and their perceived learning effectiveness. The project will create best practices for help resources and equitable computing course design, including an intervention to 1) explicitly teach students about the help resource landscape, 2) guide them to identify what help they need, and 3) empower them to consciously utilize the landscape and their self-identified help needs to be more effective in their help-seeking. 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.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.

这个IUSE计算机科学2级学生学习项目旨在通过研究复杂的帮助资源景观提供给学生在计算课程和学生如何遍历这一景观服务于国家利益。计算机课程的入学人数不断增加，导致师生比例较低，特别是入门计算机课程，其中通常包括需要学习基本计算机技能的非计算机专业学生。在大型课程中，学生更有可能与助教而不是讲师互动。现代计算机课程具有很高的认知负荷，要求学生使用各种复杂的工具。要在计算机课程中取得成功，学生必须是独立的，高度自我调节的学习者，他们可以浏览多种帮助资源。本研究旨在了解不同背景的学生在计算机课程中如何寻求帮助，并进一步了解学生的求助行为，研究目标是：1）描述计算机课程中可用的帮助资源的特征; 2）了解学生的行为和使用帮助资源的情况; 3）评估一项干预措施，以提高学生对帮助资源的理解和使用，使他们能够获得有价值的自我调节学习技能，以提高他们的学习。 该项目将使用定量的方法来描述当前的帮助资源景观计算课程。与学生的访谈将澄清他们的求助模式和他们的感知学习效果。该项目将创建帮助资源和公平计算课程设计的最佳实践，包括干预措施：1）明确地向学生讲授帮助资源景观，2）引导他们确定他们需要什么帮助，3）使他们能够有意识地利用景观和他们自我确定的帮助需求，以便在寻求帮助时更有效。NSF IUSE：EDU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。