Tracking the Process of Data-Driven Decision Making: Exploring the Use of the Instructional Systems of Practice (ISOP) Framework to Transform Undergraduate STEM Education

这个项目是关于本科STEM课程的教学实践和行政决策的衡量。为了提高教学改革的效率，研究人员和政策制定者建议教育工作者应该利用数据驱动的决策(DDDM)系统。要做到这一点，数据必须稳健、突出于当地实践，并得到适当的技术和管理系统的支持。目前，人们对STEM部门的决策过程和教学改革举措的性质知之甚少，缺乏关于个别校园教学实践的高质量数据，这阻碍了中学后一级对DDDM的使用。这项研究的目的是收集关于教学实践的高质量数据，根据这些数据为高等教育决策者准备报告，并随后审查这些数据在教学改革决策中的使用。正在使用的核心工具是实践教学系统(ISOP)框架。ISOP是作为研究教师教学的一种方法而发展起来的。它旨在改进现有的教学数据来源，如自我报告调查、非结构化观察或学生评分。ISOP将教学定义为包括课程规划、课堂实践和学生对教学效能的解释的多维实践。课堂实践使用教学维度观察方案(TDOP)进行研究。三所大学的STEM教育负责人致力于使用ISOP框架来帮助指导他们的决策。三所大学的参与预计将更详细地确定可以在多大程度上利用国际标准化组织框架来加强发展中的需求管理和努力改变本科生的STEM教育。本研究将使用纵向混合方法案例研究设计，在三所拥有积极STEM教育项目的研究型大学进行为期三年的决策和教学实践研究。此外，该项目计划为管理人员和STEM教育带头人提供职业发展机会。智力优势：ISOP框架是一种创新的多学科方法，借鉴了认知科学、自然主义决策和教育研究的既定方法。它这样做的方式承诺提供关于行政决策和教师实践的动力的新知识，并为STEM教育研究提供更好的方法和措施。更广泛的影响：这项研究将确定ISOP框架在多大程度上可以在参与本科生STEM教育倡议的独特背景下使用。它有可能对美国的研究人员、教育工作者和政策制定者具有重大价值。

This project is addressing the measurement of instructional practices and administrative decision-making concerning undergraduate STEM courses. In seeking to enhance the efficacy of pedagogical reforms, researchers and policymakers recommend that educators should utilize data-driven decision making (DDDM) systems. For this to work, the data must be robust, salient to local practice, and supported by adequate technical and administrative systems. Currently little is known about the nature of decision-making processes within STEM departments and pedagogical reform initiatives and this lack of high-quality data about instructional practice on individual campuses has retarded the use of DDDM at the postsecondary level. The goals of this study are to collect high quality data on instructional practice, to prepare reports based on these data for decision makers in higher education, and to subsequently examine the use of these data in decision making about pedagogical reforms. The core tool being used is the Instructional Systems of Practice (ISOP) framework. ISOP was developed as an approach to studying faculty teaching. It is designed to improve on existing data sources on teaching such as self-report surveys, unstructured observations, or student ratings. ISOP defines teaching to be a multi-dimensional practice comprised of course planning, classroom practice, and student interpretations of teaching efficacy. Classroom practice is studied using the Teaching Dimensions Observation Protocol (TDOP). STEM education leaders at three universities are committed to using the ISOP framework to help guide their decision-making. The participation of three universities is expected to define in greater detail the extent to which the ISOP framework can be used to enhance DDDM and efforts to transform undergraduate STEM education. The study will use of a longitudinal mixed methods case study design to study decision making and instructional practice over the course of three years at three research universities with active STEM education projects. Additionally this project is planning to provide professional development opportunities to administrators and STEM education leaders. Intellectual Merit: The ISOP framework is an innovative multidisciplinary approach that draws on established methodologies from cognitive science, naturalistic decision-making, and educational research. It does so in ways that promise to contribute new knowledge about the dynamics that underlie administrative decision-making and faculty practice, and provide better methods and measures for use in STEM education research. Broader Impacts: This research will determine to what extent the ISOP framework can be utilized in unique contexts engaged in undergraduate STEM education initiatives. It has the potential to be of significant value to researchers, educators and policymakers in the US.