Momentary Assessment of Research Learning Environments

研究学习环境的瞬时评估

• 批准号: 1920407
• 负责人: Erin Dolan
• 金额: $ 142.06万
• 依托单位: University of Georgia Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1920407&HistoricalAwards=false
• 关键词: Momentary; Assessment; Research; Learning; Environments

A growing number of studies show that participation in undergraduate research experiences (UREs), including course-based undergraduate research experiences (CUREs), may influence a student's persistence in science, that is, whether a student graduates from college with a science degree. However, these research experiences have been widely implemented for many years without much knowledge of the specific characteristics of the experiences that are necessary to positively influence student persistence. This knowledge gap is critical to address because undergraduate research experiences vary widely in their designs and thus in their likely effectiveness. Furthermore, most studies of research experiences ask students to provide their perceptions at the end of the experience rather than during the experience. This delay can be problematic in several ways. For example, in end of experience assessments, students may overemphasize more recent events. In addition, end of experience assessment does not capture changes in students' experiences over time. This research project will use a method called ecological momentary assessment to document students' research experiences at multiple times per week, enabling the investigators to better understand student experiences as they occur. This information has the potential to provide new insights into how UREs and CUREs influence student persistence in science. The research will involve students in introductory and upper-level research experiences, including UREs and CUREs in genetics, biochemistry, microbiology, ecology, and other life science disciplines. The study will include students at nine different universities, including those with high enrollments of students from groups underrepresented in science.Guided by self-efficacy theory and social cognitive career theory, this EHR Core Research project will characterize key features of UREs and CUREs in the life sciences and how these features relate to students' development as scientists. It will also address methodological shortcomings of previous studies of undergraduate student research experiences by adapting ecological momentary assessment (EMA) and topic modeling to identify recurring themes in students' responses to EMAs. In Phase 1 the researchers will test and refine the research methodologies. The team will use EMA to: 1) collect and analyze data from a diverse group of 750 students who are participating in UREs and CUREs at nine universities; 2) characterize aspects of the experiences that are hypothesized to affect student development (amount of time, nature of collaborations, levels of epistemic involvement); and 3) identify other aspects of research experiences that are salient to students. In addition, the investigators will use established scales to measure students' science self-efficacy, sources of efficacy, scientific identity, outcome expectations, and intentions to continue in science before and after participating in UREs. In Phase 2, the project team will collect and analyze data from a second cohort of 750 students, and use structural equation modeling to better understand how features of research experiences serve as sources of self-efficacy for students. In addition, the project team will identify the features of research experiences that relate to changes in students' science self-efficacy, science identity, expectations about further education or a career in science, and intended and actual persistence in science. The team will also explore whether and how the results differ with respect to student sociodemographic variables. The research results are expected to provide a better understanding of the important aspects of research experiences, and to provide insights into how to design UREs and CUREs to support all students in realizing desired educational outcomes, especially their persistence in science.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.

越来越多的研究表明，参与本科研究经验（包括课程的本科研究经验（治疗））可能会影响学生在科学领域的持久性，即是否有学位的学生毕业。但是，这些研究经历已被广泛实施了多年，而没有对体验的特定特征的广泛了解，这是积极影响学生毅力所必需的。这种知识差距对于解决问题至关重要，因为本科研究经历的设计差异很大，因此可能有效。此外，大多数研究经验的研究都要求学生在经验结束时提供自己的看法，而不是在体验中提供自己的看法。 这种延迟在几种方面可能是有问题的。 例如，在经验评估的终结中，学生可能会过分强调更近期的事件。 此外，经验评估的终结不会捕捉到学生随着时间的变化。该研究项目将使用一种称为“生态瞬时评估”的方法，以每周多次记录学生的研究经验，从而使研究人员能够更好地了解学生的经历。 这些信息有可能提供有关URE和治愈如何影响学生在科学领域的持久性的新见解。这项研究将使学生参与入门和高层研究经验，包括遗传学，生物化学，微生物学，生态学和其他生命科学学科中的URE和治疗方法。 这项研究将包括九个不同大学的学生，包括那些在科学领域的人数不足的学生入学人数。在自我效能理论和社会认知职业理论的指导下，该EHR核心研究项目将表征URES和Cores in the Core in the Core and Core t in the Ires and Ceres in the In the Cores and Ceres in the In the In the Ires and Ceres in the In the In the Ires and Ceres the Core in the In the In the Ires the Core and Ceres the Core in the Science cipperion cociend ciped。根据生命科学以及这些特征与学生作为科学家的发展有何关系。它还将通过调整生态瞬时评估（EMA）和主题建模来识别学生对EMAS的反复主题的研究学研究经验的先前研究的方法论缺陷。在第1阶段，研究人员将测试和完善研究方法。该团队将使用EMA进行：1）收集和分析来自750名学生参加九所大学的URES和治疗方法的各种各样的数据； 2）表征被认为会影响学生发展的经验的各个方面（时间，合作的性质，认知参与程度）； 3）确定对学生显着的研究经历的其他方面。此外，研究人员将使用既定的量表来衡量学生的科学自我效能感，功效的来源，科学认同，结果期望以及参与URES前后继续科学的意图。在第2阶段，项目团队将从第二个学生组成的第二个队列中收集和分析数据，并使用结构方程建模来更好地了解研究经验的特征如何作为学生的自我效能的来源。 此外，项目团队将确定与学生科学自我效能感，科学认同，对进一步教育或科学职业的期望以及科学领域的意图和实际持久性有关的研究经验的特征。该团队还将探索结果以及在学生社会人口统计学变量方面的不同之处。期望研究结果可以更好地理解研究经验的重要方面，并提供有关如何设计尿和治疗方法的见解，以支持所有学生实现所需的教育成果，尤其是他们在科学方面的持久性。该奖项反映了NSF的法定法规。使命，并被认为是通过基金会的知识分子优点和更广泛影响的审查标准通过评估值得支持的。