Collaborative Research: Extending A Coherent Gateway to STEM Teaching and Learning

协作研究：扩展 STEM 教学的连贯门户

基本信息

批准号：
1725609
负责人：
Sonia Underwood
金额：
$ 32.15万
依托单位：
Florida International University
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-09-01 至 2023-08-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1725609&HistoricalAwards=false
关键词：
Collaborative Research Extending Coherent Gateway

项目摘要

There is compelling evidence that introductory gateway courses are often significant barriers to student success, persistence, and graduation in Science, Technology, Engineering, and Mathematics (STEM). Drawing on work supported by the Association of American Universities, this collaborative R&D project is designed to implement an innovative teaching and learning model, Three-Dimensional (3D) Learning, and investigate the factors (e.g., supports and challenges) affecting the adoption and implementation of instructional innovation in introductory and upper level courses in STEM. The approach is based on an adaptation of the National Research Council's document, A Framework for K-12 Science Education, for postsecondary education. Rather than focusing on developing faculty awareness and implementation of high impact practices as a means to transform STEM courses, the 3D Learning framework focuses on engaging faculty in identifying core ideas in the disciplines, including scientific practice in the classroom, and incorporating crosscutting scientific concepts in course materials with the goal of building faculty capacity and departmental/institutional infrastructure to improve student learning. The project concentrates on two major efforts: (1) the propagation of 3D Learning, development and validation of assessment tools, and implementation of faculty support structures across Michigan State University and its partner institutions, Grand Valley State University, Florida International University, and Kansas State University and (2) research using a variety of methods to examine how instructional innovation is adopted and implemented across different disciplines, department cultures, and institutional ecologies and their affect on student outcomes. The project focuses on faculty as key change agents in higher education and draws on the literature on institutional change that emphasizes the importance of the human, social, and cultural capital of individuals in establishing and sustaining institutional change and the propagation of instructional innovation in the classroom. The quantitative and qualitative mixed methods research project is designed to identify factors and conditions that support or prevent faculty from broadly adopting and implementing 3D Learning. By examining differential levels of adoption and implementation of 3D Learning across disciplines and institutions, the study will test assumptions found in the theoretical and empirical research literature on faculty development and instructional change. The research team will use student assessments, classroom observation, surveys, and interviews with students to identify, track, and examine how these different levels of adoption and implementation affect student outcomes, such as persistence, motivation, and knowledge (e.g., core ideas in the disciplines, scientific practices, and crosscutting concepts in the sciences).

有令人信服的证据表明，入门网关课程通常是学生成功，持久性和毕业的重要障碍，科学，技术，工程和数学（STEM）。在美国大学协会支持的工作中，该协作研发项目旨在实施创新的教学模型，三维（3D）学习，并调查影响STEM中简介和上层课程中教学创新的采用和实施的因素（例如，支持和挑战）。该方法基于国家研究委员会的文档的改编，即K-12科学教育的框架。 Rather than focusing on developing faculty awareness and implementation of high impact practices as a means to transform STEM courses, the 3D Learning framework focuses on engaging faculty in identifying core ideas in the disciplines, including scientific practice in the classroom, and incorporating crosscutting scientific concepts in course materials with the goal of building faculty capacity and departmental/institutional infrastructure to improve student learning. 该项目集中于两项主要努力：（1）传播3D学习，开发和验证评估工具，以及在密歇根州立大学及其合作伙伴机构，格兰德谷州立大学，佛罗里达州立大学和堪萨斯州立大学和（2）研究各种方法的范围和跨越的阶级界面，并实施各种方法，并实施各种阶级，并实施各种阶级，并实施各种阶级，并实施了各种各样的阶级，并实施了各种各样的阶级，并实施了各种阶级，并实施了各种各样的阶级，并实施各种阶级，并实施了各种各样的阶级，并实施了各种各样的阶级，并实施了各种各样的阶级，并实施各种阶级，并实施了各种各样的阶级，并实施各种阶级，并实施了各种各样的阶级，并实施了各种各样的阶级，并实施各种阶级，结果。该项目的重点是教师作为高等教育中的关键变革剂，并借鉴了有关机构变革的文献，这些文献强调了个人在建立和维持制度变化以及在课堂上建立和维持体制变革的重要性。定量和定性的混合方法研究项目旨在确定支持或阻止教师广泛采用和实施3D学习的因素和条件。通过研究跨学科和机构的3D学习的差异水平，该研究将测试有关教师发展和教学变革的理论和经验研究文献中发现的假设。研究团队将使用学生评估，课堂观察，调查以及与学生的访谈，以识别，跟踪和检查这些不同水平的采用和实施如何影响学生的成果，例如持久性，动机和知识（例如，学科，科学实践中的核心思想，科学实践中的核心思想和科学概念）。

项目成果

期刊论文数量（9）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Adapting Assessment Tasks To Support Three-Dimensional Learning

调整评估任务以支持三维学习

DOI：
10.1021/acs.jchemed.7b00645
发表时间：
2018
期刊：
Journal of Chemical Education
影响因子：
3
作者：
Underwood, Sonia M.;Posey, Lynmarie A.;Herrington, Deborah G.;Carmel, Justin H.;Cooper, Melanie M.
通讯作者：
Cooper, Melanie M.

Investigating the impact of three-dimensional learning interventions on student understanding of structure–property relationships

调查三维学习干预对学生理解结构-属性关系的影响

DOI：
10.1039/d0rp00216j
发表时间：
2021
期刊：
Chemistry Education Research and Practice
影响因子：
3
作者：
M. Underwood, Sonia;Kararo, Alex T.;Gadia, Gabriela
通讯作者：
Gadia, Gabriela

Impact of Ocean Acidification on Shelled Organisms: Supporting Integration of Chemistry and Biology Knowledge through Multidisciplinary Activities

海洋酸化对带壳生物的影响：通过多学科活动支持化学和生物学知识的整合

DOI：
10.1021/acs.jchemed.1c00981
发表时间：
2022
期刊：
Journal of Chemical Education
影响因子：
3
作者：
Roche Allred, Zahilyn;Shrode, Alec D.;Gonzalez, Jeffrey;Rose, Aaron;Green, Abigail I.;Swamy, Uma;Matz, Rebecca L.;Underwood, Sonia M.
通讯作者：
Underwood, Sonia M.

Development and Validation of Scientific Practices Assessment Tasks for the General Chemistry Laboratory

普通化学实验室科学实践评估任务的开发和验证

DOI：
10.1021/acs.jchemed.9b00897
发表时间：
2020
期刊：
Journal of Chemical Education
影响因子：
3
作者：
Stephenson, Norda S.;Duffy, Erin M.;Day, Elizabeth L.;Padilla, Kira;Herrington, Deborah G.;Cooper, Melanie M.;Carmel, Justin H.
通讯作者：
Carmel, Justin H.

Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol