Collaborative Research: Reducing Student Resistance to Active Learning: Applying Research Results to Faculty Development

协作研究:减少学生对主动学习的抵制:将研究成果应用于教师发展

基本信息

  • 批准号:
    1821092
  • 负责人:
  • 金额:
    $ 52.32万
  • 依托单位:
  • 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 2023-12-31
  • 项目状态:
    已结题

项目摘要

This collaborative project involved investigators at the University of Michigan (Award DUE-1821488), Bucknell University (Award DUE-1821036), the University of Texas at Austin (Award DUE-1821092), and the University of Oregon (Award DUE-1821277). Replacing lectures with "active learning" in college and university STEM classrooms is a proven means of increasing students' understanding of concepts and their persistence in STEM studies. Yet it remains a challenge to spread active learning approaches widely because both faculty members and students tend to resist change in their habits of teaching and learning. This project focuses on student resistance as a barrier to the adoption of evidence-based teaching practices such as active learning. Student resistance is one of the most actionable and least studied barriers to STEM instructional change. The investigators' prior research, which focused primarily on engineering education, identified strategies that instructors can use to reduce student resistance to active learning. In this project, they will design and test a workshop to educate instructors in different STEM disciplines about using strategies to reduce student resistance. They will conduct research studies to examine how student resistance influences instructors' plans to use active learning in future classes, and to test whether their previous findings apply to other institutions and student populations.Through this effort, at least 90 STEM instructors, representing a broad set of two-year and four-year institutions with diverse student populations, will be equipped to use evidence-based strategies to reduce student resistance to active learning. The changes in their attitudes and practices will be studied to understand the effect of this professional development on student resistance and on the sustained adoption of active learning. The investigators' primary research questions are: (1) To what degree does the carefully designed faculty development workshop promote the use of explanation and facilitation strategies to reduce resistance? (2) To what extent does instructor motivation (i.e., self-efficacy and value) for adopting active learning moderate the effect of the workshop on instructors' behavior? To what extent do other course-level and institution-level variables moderate the effect of the workshop on instructors' behavior? (3) What is the effect of instructors' use of strategies to reduce student resistance on student affective response and on student resistance to active learning? To what extent does student resistance vary with the individual instructor's experience using active learning? (4) Does student affective response mediate the effect of instructor use of strategies on resistance? (5) To what extent does student resistance to active learning influence instructors' plans to continue using active learning in future course offerings? The investigators intend to disseminate the materials and results from this project via publications in scientific and science education journals, and presentations at science education and professional development conferences that reach a large number of STEM faculty members.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.
该合作项目涉及密歇根大学(奖项 DUE-1821488)、巴克内尔大学(奖项 DUE-1821036)、德克萨斯大学奥斯汀分校(奖项 DUE-1821092)和俄勒冈大学(奖项 DUE-1821277)的研究人员。在学院和大学的 STEM 课堂中,用“主动学习”代替讲座是提高学生对概念的理解和对 STEM 研究的坚持的有效方法。然而,广泛传播主动学习方法仍然是一个挑战,因为教师和学生都倾向于抵制改变教学习惯。该项目的重点是学生的抵制,这是采用主动学习等循证教学实践的障碍。学生抵制是 STEM 教学变革中最具可操作性且研究最少的障碍之一。研究人员之前的研究主要集中在工程教育上,确定了教师可以用来减少学生对主动学习的抵制的策略。在这个项目中,他们将设计并测试一个研讨会,以教育不同 STEM 学科的教师如何使用策略来减少学生的抵制。 他们将进行研究,以检验学生的抵制如何影响教师在未来课堂上使用主动学习的计划,并测试他们之前的研究结果是否适用于其他机构和学生群体。通过这项努力,至少 90 名 STEM 教师,代表了广泛的一系列拥有不同学生群体的两年制和四年制机构将能够使用基于证据的策略来减少学生对主动学习的抵制。 我们将研究他们态度和实践的变化,以了解这种专业发展对学生抵抗和持续采用主动学习的影响。研究者的主要研究问题是:(1)精心设计的教师发展研讨会在多大程度上促进了解释和促进策略的使用,以减少阻力? (2) 教师采取主动学习的动机(即自我效能和价值)在多大程度上调节研讨会对教师行为的影响?其他课程层面和机构层面的变量在多大程度上调节研讨会对教师行为的影响? (3) 教师使用减少学生阻力的策略对学生情感反应和学生主动学习的阻力有何影响?学生的抵抗力在多大程度上随个别教师使用主动学习的经验而变化? (4) 学生情感反应是否会调节教师使用策略对抵抗的影响? (5) 学生对主动学习的抵制在多大程度上影响教师在未来课程中继续使用主动学习的计划? 研究人员打算通过在科学和科学教育期刊上发表出版物以及在科学教育和专业发展会议上的演讲来传播该项目的材料和结果,以吸引大量 STEM 教员。该奖项反映了 NSF 的法定使命,并被视为值得通过使用基金会的智力优点和更广泛的影响审查标准进行评估来支持。

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)
Barriers instructors experience in adopting active learning: Instrument development
教师采用主动学习的经验障碍:仪器开发
  • DOI:
    10.1002/jee.20557
  • 发表时间:
    2023-09
  • 期刊:
  • 影响因子:
    3.4
  • 作者:
    Carroll, Laura J.;Reeping, David;Finelli, Cynthia J.;Prince, Michael J.;Husman, Jenefer;Graham, Matthew;Borrego, Maura J.
  • 通讯作者:
    Borrego, Maura J.
Student resistance to active learning: do instructors (mostly) get it wrong?
学生对主动学习的抵制:教师(大多数)是否理解错了?
  • DOI:
    10.1080/22054952.2020.1861771
  • 发表时间:
    2020-07
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Andrews, Madison E.;Graham, Matthew;Prince, Michael;Borrego, Maura;Finelli, Cynthia J.;Husman, Jenefer
  • 通讯作者:
    Husman, Jenefer
An Analysis of an Instructional Development Workshop to Promote the Adoption of Active Learning in STEM: Potential Implications for Faculty Developers
促进 STEM 主动学习采用的教学发展研讨会分析:对教师开发人员的潜在影响
Reducing Student Resistance to Active Learning: Applying Research Results to Faculty Development
减少学生对主动学习的抵制:将研究成果应用于教师发展
  • DOI:
    10.18260/1-2--35130
  • 发表时间:
    2020-10
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Marlor, L. K.;Finelli, C. J.;Anderson, M.;Bermudez, B.;Borrego, M.;Carroll, L.;Derosia, N.;Graham, M.;Husman, J.;Prince, M.
  • 通讯作者:
    Prince, M.
Explanation and Facilitation Strategies Reduce Student Resistance to Active Learning
解释和促进策略减少学生对主动学习的抵制
  • DOI:
    10.1080/87567555.2021.1987183
  • 发表时间:
    2021-01
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Andrews, Madison;Prince, Michael;Finelli, Cynthia;Graham, Matthew;Borrego, Maura;Husman, Jenefer
  • 通讯作者:
    Husman, Jenefer
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Maura Borrego其他文献

Fostering International Engineering Education Research Collaborations: On the Need to Think Beyond the Workshop Format
促进国际工程教育研究合作:关于超越研讨会形式思考的必要性
  • DOI:
  • 发表时间:
    2011
  • 期刊:
  • 影响因子:
    0
  • 作者:
    K. Beddoes;B. Jesiek;Maura Borrego
  • 通讯作者:
    Maura Borrego
Cultural Scripts, Space, and Identity: Perspectives of Two LGBTQ+ Engineering Students on Inclusive Spaces
文化脚本、空间和身份:两名 LGBTQ 工科学生对包容性空间的看法
  • DOI:
    10.18260/1-2--36078
  • 发表时间:
    2020
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Jerry Yang;Audrey Boklage;Max K. Sherard;Christine Julien;Maura Borrego
  • 通讯作者:
    Maura Borrego
Career Paths of Doctoral Recipients in Engineering and Computer Science: Trends by Sex, Race, Citizenship, and Discipline with an Emphasis on Biomedical Engineering
工程和计算机科学博士获得者的职业道路:按性别、种族、公民身份和学科划分的趋势,重点是生物医学工程
  • DOI:
  • 发表时间:
    2024
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Maya Denton;David B. Knight;Jessica R. Deters;Dustin M. Grote;Maura Borrego
  • 通讯作者:
    Maura Borrego
The Cambridge Handbook of Computing Education Research
剑桥计算机教育研究手册
  • DOI:
  • 发表时间:
    2019
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Sally Fincher;A. Robins;L. Margulieux;Briana B. Morrison;Kerry Shephard;M. Loui;Maura Borrego;Thomas Lancaster;Katrina Falkner;Judy Sheard;N. S. COLLEEN M. LEWIS;P. Curzon;Tim Bell;And JANE WAITE;Mark Dorling;Jan Vahrenhold;And QUINTIN CUTTS;R. Benjamin;Mike Tissenbaum;L. Malmi;And IAN UTTING;KO AMYJ.;Adam Carter;C. Hundhausen;Daniel Olivares;Joanna Goode;Jean J. Ryoo;Ben;And MICHAEL J. CLANCY;Beth Simon;Charles P. McDowell;Linda Werner;And HELEN HU;Clif Kussmaul;Microsoft Usa ANDREW BEGEL;Brian Dorn;Usa Harvey Mudd College;Kristin A. Searle;R. Benjamin Shapiro
  • 通讯作者:
    R. Benjamin Shapiro
Reducing Student Resistance to Active Learning: Strategies for Instructors
减少学生对主动学习的抵制:教师的策略
  • DOI:
    10.18260/1-2--19938
  • 发表时间:
    2018-05-01
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Cynthia J. Finelli;Kevin Nguyen;Matt DeMonbrun;Maura Borrego;Michael J. Prince;Jennifer Husman;Charles Henderson;Prateek Shekhar;Cindy Waters
  • 通讯作者:
    Cindy Waters

Maura Borrego的其他文献

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{{ truncateString('Maura Borrego', 18)}}的其他基金

Empowering Engineering Scholar-Activists through Community-driven Research Experiences
通过社区驱动的研究经验赋予工程学者积极分子权力
  • 批准号:
    2051502
  • 财政年份:
    2021
  • 资助金额:
    $ 52.32万
  • 项目类别:
    Standard Grant
Louis Stokes Regional Center of Excellence: Inclusive Mentoring in STEM
路易斯斯托克斯区域卓越中心:STEM 的包容性指导
  • 批准号:
    2020491
  • 财政年份:
    2021
  • 资助金额:
    $ 52.32万
  • 项目类别:
    Continuing Grant
Research: Collaborative Research: Non-Academic Career Paths of Master’s and PhD Engineers
研究:合作研究:硕士和博士工程师的非学术职业道路
  • 批准号:
    2114210
  • 财政年份:
    2021
  • 资助金额:
    $ 52.32万
  • 项目类别:
    Standard Grant
Capacity-Building Workshops for Competitive S-STEM Proposals from Two-Year Colleges in the Western U.S.
美国西部两年制大学竞争性 S-STEM 提案能力建设研讨会
  • 批准号:
    1826514
  • 财政年份:
    2019
  • 资助金额:
    $ 52.32万
  • 项目类别:
    Standard Grant
Collaborative Research: Workshops to Develop a Community-Informed Framework Characterizing the Impact of Engineering Education R&D
合作研究:开发社区知情框架的研讨会,表征工程教育的影响
  • 批准号:
    1564509
  • 财政年份:
    2016
  • 资助金额:
    $ 52.32万
  • 项目类别:
    Standard Grant
Collaborative Research: Engineering Identity, its Predictors, and its Impact on Retention across Educational Stages
合作研究:工程认同、其预测因素及其对跨教育阶段保留的影响
  • 批准号:
    1636449
  • 财政年份:
    2016
  • 资助金额:
    $ 52.32万
  • 项目类别:
    Standard Grant
Collaborative research: Variation in the awarding and effectiveness of STEM graduate student funding across teaching and research assistantships, fellowships, and traineeships
合作研究:STEM 研究生资助在教学和研究助教、奖学金和见习方面的授予和有效性的变化
  • 批准号:
    1535462
  • 财政年份:
    2015
  • 资助金额:
    $ 52.32万
  • 项目类别:
    Standard Grant
Collaborative Research: Systematic Review of Studies to Improve Success in STEM Degree Programs of Hispanic Students Matriculating through Two-year Institutions
合作研究:系统审查研究以提高两年制院校录取的西班牙裔学生 STEM 学位课程的成功率
  • 批准号:
    1446369
  • 财政年份:
    2014
  • 资助金额:
    $ 52.32万
  • 项目类别:
    Standard Grant
Collaborative Research: Understanding and Reducing Student Resistance as a Barrier to Faculty Change
合作研究:理解和减少学生抵制作为教师变革的障碍
  • 批准号:
    1500309
  • 财政年份:
    2014
  • 资助金额:
    $ 52.32万
  • 项目类别:
    Standard Grant
Collaborative Research: Understanding and Reducing Student Resistance as a Barrier to Faculty Change
合作研究:理解和减少学生抵制作为教师变革的障碍
  • 批准号:
    1347417
  • 财政年份:
    2013
  • 资助金额:
    $ 52.32万
  • 项目类别:
    Standard Grant

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    青年科学基金项目

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Collaborative Research: Reducing Model Uncertainty by Improving Understanding of Pacific Meridional Climate Structure during Past Warm Intervals
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