Enhancing STEM Education at Oregon State University (ESTEME@OSU)

在这个机构实施项目中，俄勒冈州立大学STEM学科学生的学习和记忆得到了加强，这是由于在生物、化学、工程、数学和物理等学科的大一和大二课程中广泛实施了基于微积分的循证教学实践（EBIPs）。EBIP课程的引入和扩展基于两种有效的教学方法，即课堂上的互动参与和工作室、车间、实验室/复习部分的正式合作学习。基于理论的组织变革行动研究方法促进了EBIP实施的增长，即建立以教学设计和学习为重点的跨学科和跨学科实践社区（CoP）。这些cop包括创新者、教学人员、研究生和本科生助理。行动计划本身是行动研究的主题，该研究正在检查参与者对课程和教学改革的解释、意义和联系，以及这些如何影响他们与实施EBIPs有关的决策过程。该研究使用混合方法来评估EBIPs的有效性，以衡量学生的学习，与学习相关的信念和促进学习的社会变量。研究结果正在全校更广泛地分享，以促进进一步的认识和改变。这项工作的目标是在STEM学科中广泛实施EBIPs课程，证明其对学生成功的有效性，以及在项目结束后通过教师发展和监测有效性来继续改革进程的制度化基础设施。一个详细的、有理论依据的行动和研究计划以及一个高素质的团队促进了项目的成功。项目团队包括教务长、院长、系主任、教育创新者和教育研究人员。该项目建立在美国国家科学基金会资助的过去成功创新的基础上。顾问小组包括在课程和教学、组织变革、心理测量学和教育研究等教育实践方面的杰出专家。组织研究计划建立在紧急组织变革、实践社区和有意概念变革的理论基础之上。每年大约有10,000名俄勒冈州立大学STEM学生将接触到EBIPs，这很可能对他们的学习和记忆产生影响。大约50名俄勒冈州立大学教师和300名学生讲师将提高对互动参与和正式合作学习环境的认识，并改变他们的信念。将建立可持续的基础设施，以继续改进和实施EBIPS。在本项目结束时，我们将了解(i)在不同的学术环境和学科中常见的ebip是如何表现的，（ii） ebip课程的单一和多重经验如何影响学生的学习，动机，自我效能感，个人认识论，社区意识和社会网络，以及（iii）实践社区的元素如何使教师能够在自己的课程中学习和实施ebip。总的来说，这些智力贡献将对其他试图鼓励增加ebip实施的人产生长期持久的影响。

In this Institutional Implementation project, learning and retention is being enhanced for students in STEM disciplines at Oregon State University resulting from the broad implementation of evidence-based instructional practices (EBIPs) in calculus based freshmen and sophomore level courses in biology, chemistry, engineering, mathematics, and physics. The introduction and expansion of EBIP courses are based on two instructional approaches with a broad evidence of effectiveness, interactive engagement in lecture and formal cooperative learning in studio workshop laboratory/recitation sections. Growth of EBIP implementation is being catalyzed through a theoretically grounded action research approach to organizational change, namely the establishment of inter- and intra-disciplinary communities of practice (CoP) focused on instructional design and learning. These CoPs include innovators, instructional faculty, and graduate and undergraduate assistants. The CoPs themselves are the subject of action research that is examining the participants' interpretations, meanings, and connections related to curricular and pedagogical reform and how these influence their decision making processes related to implementing EBIPs. The research is evaluating the effectiveness of EBIPs using a mixed methods approach to measuring student learning, beliefs related to learning, and social variables that facilitate learning. The research results are being shared more broadly across the university to facilitate further awareness and change. The goal of this effort by its conclusion is broad implementation of EBIPs courses in STEM disciplines, evidence of their effectiveness on student success, and an institutionalized infrastructure to continue the reform process through faculty development and monitoring of effectiveness after the conclusion of this project. Project success is facilitated by a detailed and theoretically grounded plan of action and research and a highly qualified team. The project team includes provosts, deans, department chairs, educational innovators and educational researchers. The project builds on successful past innovations from NSF funding. The advisory panel includes prominent expertise in educational practices of curriculum and instruction, organizational change, psychometrics, and educational research. The organizational research plan is founded on theories of emergent organizational change, communities of practice, and intentional conceptual change.Approximately 10,000 OSU STEM students will be exposed to EBIPs annually, with highly likely impacts on their learning and retention. Approximately 50 OSU faculty and 300 student instructors will have enhanced knowledge of and changed beliefs about interactive engagement and formal cooperative learning environments. A sustainable infrastructure for continued improvement and implementation of EBIPS will be in place. At the conclusion of this project we will understand (i) how common EBIPs are manifested in different academic environments and disciplines, (ii) how singular and multiple experiences with EBIPs courses impact student learning, motivation, self-efficacy, personal epistemology, sense of community, and social networks, and (iii) how elements of communities of practice enable faculty to learn about and implement EBIPs in their own courses. Collectively, these intellectual contributions will have long lasting impact on others attempting to encourage the increased implementation of EBIPs.