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

加强俄勒冈州立大学的 STEM 教育 (ESTEME@OSU)

• 批准号: 1347817
• 负责人: Milo Koretsky
• 金额: $ 200万
• 依托单位: Oregon State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-01-01 至 2018-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1347817&HistoricalAwards=false
• 关键词: Enhancing; STEM; Education; Oregon; State

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.

在这个机构实施项目中，俄勒冈州立大学 STEM 学科学生的学习和保留率得到了提高，这是由于在生物学、化学、工程、数学和物理。 EBIP 课程的引入和扩展基于两种具有广泛有效性证据的教学方法：讲座中的互动参与和工作室研讨会实验室/背诵部分的正式合作学习。 EBIP 实施的增长是通过基于理论的组织变革行动研究方法来促进的，即建立专注于教学设计和学习的跨学科和跨学科实践社区 (CoP)。 这些 CoP 包括创新者、教学人员以及研究生和本科生助理。 CoP 本身就是行动研究的主题，该研究正在检查参与者对课程和教学改革的解释、含义和联系，以及这些如何影响他们与实施 EBIP 相关的决策过程。 该研究正在评估 EBIP 的有效性，使用混合方法来衡量学生的学习、与学习相关的信念以及促进学习的社会变量。 研究结果正在整个大学范围内更广泛地分享，以促进进一步的认识和变革。 这项工作的最终目标是在 STEM 学科中广泛实施 EBIP 课程，证明其对学生成功的有效性，并建立制度化的基础设施，以便在该项目结束后通过教师发展和有效性监测来继续改革进程。 详细且有理论基础的行动和研究计划以及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 (NSF) 资助的过去成功创新的基础上。该顾问小组包括课程和教学的教育实践、组织变革、心理测量学和教育研究方面的杰出专业知识。该组织研究计划建立在紧急组织变革、实践社区和有意的概念变革的理论基础上。每年约有 10,000 名 OSU STEM 学生将接触 EBIP，这很可能会对他们的学习和保留产生影响。大约 50 名 OSU 教师和 300 名学生教师将增强对互动参与和正式合作学习环境的了解并改变其信念。用于持续改进和实施 EBIPS 的可持续基础设施将到位。 在本项目结束时，我们将了解 (i) 常见的 EBIP 如何在不同的学术环境和学科中体现，(ii) EBIP 课程的单一和多重体验如何影响学生的学习、动机、自我效能、个人认识论、自我意识社区和社交网络，以及 (iii) 实践社区的要素如何使教师能够在自己的课程中了解和实施 EBIP。总的来说，这些智力贡献将对其他试图鼓励加强 EBIP 实施的人产生长期持久的影响。