Inverted and Active Learning Pedagogies (IALP) for Student Success and Retention

德克萨斯路德大学（TLU）是一所西班牙裔服务机构（HSI），该项目将确定高影响力倒置和主动学习教学法（例如“翻转课堂”）的最佳组合，以最大限度地提高STEM中代表性不足群体的学生成功。40名大学教师和350名本科生参与了翻转课堂实验，实验结果将与哈维马德学院（Harvey Mudd college）进行的一项类似但更有限的实验结果进行比较。后一项实验的结果似乎表明，典型课堂和翻转课堂的学生在结果上没有区别。将解决三个主要的研究问题：(1)反向学习教学法和主动学习教学法（IALP）的最佳组合是什么，它将最大限度地提高STEM中代表性不足群体的学生学习？(2)对于代表性不足的群体和高度选择性STEM大学的学生，IALP技术的有效性和影响有何不同？及(3)在其后的课程中，学生可在多大程度上继续受惠？IALP的影响将通过前后测试工具、学生作业、测验、考试和项目的分数来衡量。记录和分析整个学期取得的成绩。每学期结束时通过数据分析优化课程内容。课程序列的使用提供了控制组，并便于测量对以后课程的影响。研究设计模型和测量工具的产生使研究人员能够在类似德克萨斯路德大学的机构中复制和进一步测试IALP课程。一个由外部评估人员组成的团队正在利用适当的工具对计划和项目进行形成性和总结性评估。所有评价过程都包括检查和报告系统，旨在从头到尾提供所有活动的数据和文件。

This project at Texas Lutheran University (TLU), a Hispanic Serving Institution (HSI), will determine the optimum combination of high impact inverted and active learning pedagogies (e.g., "flipped classroom") in order to maximize student success for groups underrepresented in STEM. The effort includes 40 college faculty and 350 undergraduate students in a flipped classroom experiment and the results will be compared with those gained from a similar, but more limited experiment which has been carried out at Harvey Mudd College. Results from the latter experiment appear to suggest that there is no difference in results between those students in typical versus flipped classrooms. Three primary research questions will be addressed: (1) What is the optimal combination of Inverted and Active Learning Pedagogies (IALP) that will maximize student learning for groups underrepresented in STEM? (2) How will the effectiveness and impact of IALP techniques differ for underrepresented groups and for students in highly selective STEM focused colleges? and (3) To what extent will the benefits of IALP be sustained in subsequent classes? The impact of IALP will be measured using pre-post test instruments, student scores on assignments, quizzes, exams and projects. Results gained throughout the semester are recorded and analyzed. Course content is optimized following data analysis at the end of each semester. The use of course sequences is providing control groups and facilitates measurement of impact on later courses. The research-design model and measurement tools produced are allowing researchers to replicate and further test IALP courses in institutions similar to Texas Lutheran University. A team of external evaluators are utilizing appropriate tools to conduct both formative and summative evaluation of the programs and the project. All evaluative processes are including checking and reporting systems designed to provide data and documentation of all activities from beginning to end.