Cultivating active learners by enabling instructors to monitor and enhance student buy-in and utilization of research-based instructional strategies

该项目将探索如何提高学生对基于研究的教学策略（RBIS）的认同和利用，这些策略已被证明可以提高学生在科学、技术、工程和数学（STEM）学科的学习和坚持。在过去的几十年里，联邦政府在RBIS的设计、开发、实施和评估方面进行了大量投资。这些投资在全国各地的教室中得到了越来越多的实施。然而，许多教师注意到，他们在使用RBIS时遇到了学生的抵制。来自UNL的PI团队正在开发一种方法，通过这种方法，教师可以监测和改善学生对RBIS的参与和使用。由于RBIS的广泛吸引力和对学生学习的影响，特别是作为形成性评估（FAs）（例如，即时教学，同伴指导），PI团队将重点放在RBIS的这个子集上。该项目的目标反映了一套全面的开发、研究和传播工作，旨在为教师提供可定制的工具和支持模型，以优化学生对FAs的参与。为了实现这些目标，PI团队正在开发一个封闭式的形成性评估购买和使用调查（FABUS），以评估学生如何感知和互动特定的FA活动。为了扩大项目的影响，他们还在多个机构管理FABUS，并进行研究，以确定与各种FA方法相关的购买、使用和学习之间的关系。最后，他们正在创建一个本地教师社区如何使用FABUS来识别问题，指导变化，并评估课程变更是否通过参与和利用FAs来改善学生的学习的模型。通过该项目开发的工具和获得的知识有可能改善全国学生在课堂上的STEM学习，因为教师使用这些工具来促进学生使用RBIS。

This project will explore ways to improve student buy-in and utilization of research-based instructional strategies (RBIS) that have been demonstrated to improve student learning and persistence across science, technology, engineering, and mathematics (STEM) disciplines. Over the past decades, the federal government has made substantial investments in the design, development, implementation, and evaluation of RBIS. These investments have resulted in increasingly greater implementation in classrooms across the country. However, many faculty have noted that they encounter student resistance when using RBIS. The PI team from UNL is developing a means by which instructors can monitor and improve student engagement in and use of RBIS. Because of the widespread appeal and demonstrated impact on student learning of RBIS that serve in particular as formative assessments (FAs) (e.g., Just-in-Time Teaching, Peer Instruction), the PI team is focusing on this subset of RBIS. The project goals reflect a comprehensive set of development, research, and dissemination efforts designed to provide instructors with a customizable instrument and support model to optimize student engagement with FAs. To achieve these goals, the PI team is developing a closed-ended Formative Assessment Buy-in and Utilization Survey (FABUS) to gauge how students perceive and interact with particular FA activities. To broaden the impact of the project, they also are administering the FABUS at multiple institutions and conducting research to determine the relationships between buy-in, utilization, and learning related to various FA methods. Finally, they are creating a model for how a local community of instructors can use FABUS to identify issues, guide changes, and assess whether course alterations improve student learning through engagement in and utilization of FAs. The instruments developed and the knowledge gained through this project have the potential to improve student STEM learning in classrooms across the nation, as instructors use these tools to promote student use of RBIS.