Supplemental Instruction with Mindset Training in STEM Classes

STEM 课程中心态培训的补充指导

• 批准号: 1834769
• 负责人: Clayton Spencer
• 金额: $ 29.85万
• 依托单位: Illinois College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-10-01 至 2022-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1834769&HistoricalAwards=false
• 关键词: Supplemental; Instruction; Mindset; Training; STEM

To improve student persistence in STEM majors, this project at Illinois College will adapt, implement, and enhance a model of supplemental instruction that was designed at California State Fullerton (NSF Award 1432829). The enhanced supplemental instruction model will include training to help students develop a growth mindset, which includes the perspective that effort can overcome academic difficulties. Advanced undergraduate students will be trained as supplemental instruction leaders and will work under faculty mentors to lead mindset training activities in science and math classes. It is expected that mindset training will help students develop learning skills that they can transfer from introductory to advanced courses, thereby increasing their academic confidence and success. If successful in achieving its goals, this project's combination of supplemental instruction and mindset training may be applicable to any undergraduate STEM course. The goal of this project is to determine whether the integration of peer supplemental instruction with mindset training activities (derived from research on student growth mindset, non-cognitive skills, and "grit") will improve learning outcomes and persistence of students in undergraduate STEM courses. The supplemental instruction activities will complement classroom and laboratory activities in both gateway and upper-level courses. The project goals are to increase students' awareness of their learning experiences and to help them embrace the inherent challenge of learning, which is expected to translate improved learning outcomes for students and for supplemental instruction student leaders. Project objectives include: (1) determining the effectiveness of a supplemental instruction model for STEM courses that integrates Enhanced Mindset Instruction; (2) developing metacognition, self-efficacy, and growth mindset of supplemental instruction student leaders' so they can facilitate STEM students' persistence to STEM degree completion; and (3) developing metacognition, self-efficacy, and growth mindset of STEM students, to increase their persistence to STEM degree completion. Results of project assessment and evaluation will add to the body of knowledge about effective practices for student learning, especially in STEM courses.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

为了改善Stem专业的学生持久性，伊利诺伊州学院的该项目将适应，实施和增强在加利福尼亚州富勒顿（NSF奖1432829）设计的补充教学模型。 增强的补充教学模型将包括培训，以帮助学生发展成长的心态，其中包括努力可以克服学术困难的观点。 高级本科生将接受补充教学领导者的培训，并将在教师导师的领导下工作，以领导科学和数学课程的心态培训活动。预计，心态培训将帮助学生发展学习技能，从而可以从入门到高级课程，从而增加他们的学术信心和成功。 如果成功实现其目标，则该项目的补充指导和心态培训的结合可能适用于任何本科STEM课程。 该项目的目的是确定同伴补充教学与心态培训活动的整合（源自学生成长心态，非认知技能和“毅力”）是否会改善学生在本科STEM课程中的学习成果和持久性。补充教学活动将补充门户和高层课程的课堂和实验室活动。 项目目标是提高学生对学习经验的认识，并帮助他们接受固有的学习挑战，这将预计将为学生和补充​​教学的学生领导者提供改进的学习成果。项目目标包括：（1）确定对STEM课程的补充教学模型的有效性，该模型集成了增强的心态指导； （2）发展元认知，自我效能感和补充教学学生领导者的成长心态，以便他们可以促进STEM学生的持久性完成词干学位的完成； （3）发展STEM学生的元认知，自我效能和成长心态，以提高其持久性到STEM学位的完成。项目评估和评估的结果将增加有关学生学习有效实践的知识，尤其是在STEM课程中。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛影响的评估评估来支持的。