Collaborative Research: Examining the Nature and Impacts of Instructors' Communication with Students in Classroom-based Undergraduate Research Experiences

合作研究：在基于课堂的本科生研究经历中检验教师与学生沟通的性质和影响

• 批准号: 2021138
• 负责人: Erin Dolan
• 金额: $ 15.67万
• 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: 2020
• 资助国家: 美国
• 起止时间: 2020-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2021138&HistoricalAwards=false
• 关键词: Collaborative; Research; Examining; Nature; Impacts

This project aims to serve the national interest by helping to define the elements that lead to student success in STEM courses. Research has shown that undergraduate science courses that engage students in research, called Course-based Undergraduate Research Experiences or CUREs, improve students’ graduation rates and retention in science. However, this research has only just begun to yield insight into how and why CUREs are more effective for students than traditional lab courses that do not include a research component. This project intends to investigate whether and how the research environment of CUREs influences how instructors talk with students. If so, it will also examine whether different ways of talking influence students’ scientific development and motivation. For this analysis, audio recordings will be made of instructors teaching CURE and traditional components of the same course or pairs of instructors teaching CURE and traditional lab courses. These recordings will be analyzed to identify differences in the types of questions instructors ask and the types of support instructors provide to students. The results of this analysis will then be tested statistically to determine whether the ways instructors communicate relates to student outcomes in the two course types. It is anticipated that the project results will help determine features of CUREs that make them effective for students, which could then be used to inform the design of future CUREs and improvement of existing CUREs, thus maximizing their effectiveness.CUREs are championed for broadening access to research opportunities and promoting students’ development as scientists, especially among students from backgrounds historically excluded from science. Several studies have also shown the potential for CUREs to influence the persistence and success of all students in science, improving graduation rates and retention of STEM majors with diverse personal characteristics. However, the features of CUREs that influence students’ persistence and success in science remain largely unknown. This mixed methods project will explore instructor talk as a potential mechanism through which CUREs exert their influence. The project will specifically investigate whether and to what extent CURE instructors ask students more substantive questions, provide more mentoring support to students, and use more non-content talk than traditional lab course instructors. The project will also investigate the extent to which these forms of instructor talk relate to several psychosocial and motivational factors that predict students’ continuation and success in science. The research analysis will be accomplished by collecting audio recordings of instructors as they teach CUREs or traditional lab courses; conducting content analysis of the recordings using a deductive approach informed by research on instructor talk, classroom discourse, and research mentoring as well as an inductive approach to identify novel types of instructor talk; collecting pre/post data from students enrolled in the recorded courses on their science self-efficacy, scientific identity, and perceptions of the values and costs of continuing in science; and conducting quantitative analysis using mixed effects regression models to explore which, if any, forms of instructor talk are related to student outcomes. The project results are designed to yield insight into the theoretical underpinnings of CURE effectiveness, such as whether CUREs are effective primarily by affording students opportunities to see the value that research can offer, by building students’ confidence in their abilities to be successful in research, by helping them see their potential to contribute to science and their place in the science community, or some combination thereof. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过帮助定义导致学生在STEM课程中取得成功的要素来满足国家利益。研究表明，吸引学生参与研究的本科科学课程，称为基于课程的本科研究经验或治愈，提高学生的毕业率和在科学方面的保留。但是，这项研究才刚刚开始洞悉如何以及为什么对学生比不包括研究组成部分的传统实验室课程更有效。该项目旨在调查治疗的研究环境是否以及如何影响讲师与学生的交谈方式。如果是这样，它还将研究不同的谈话方式是否影响学生的科学发展和动力。对于此分析，将录制录音，由教授相同课程的教师和传统组成部分或教授教师教学和传统实验室课程的传统组成部分。这些录音将进行分析，以确定讲师提出的问题类型以及支持教师向学生提供的支持类型的差异。然后将对该分析的结果进行统计测试，以确定教师是否与两种课程类型中的学生成绩相关的方式进行交流。可以预料，项目结果将有助于确定使学生有效的治疗方法，然后可以用来为未来的治疗方法提供信息，并改善现有治疗方法，从而最大程度地提高其有效性。固化旨在扩大研究机会的机会，并促进学生作为科学家的发展，尤其是在从科学中远离的学生中促进科学家的发展。几项研究还表明，治疗可能会影响所有学生在科学领域的持久性和成功，提高毕业率和保持潜水员个人特征的STEM专业的持久性和成功。但是，影响学生持久性和科学成功的治疗特征仍然很大未知。这个混合方法项目将探索讲师的谈话，作为一种潜在的机制，可以通过这种机制造成其影响。该项目将专门研究是否以及在何种程度上治愈教师问学生更多的实质性问题，为学生提供更多的心理支持，并使用比传统实验室课程教练更多的非习俗谈话。该项目还将调查这些形式的讲师与几种心理社会和动机因素有关的程度，以预测学生在科学方面的持续和成功。研究分析将通过收集教师教疗法或传统实验室课程的录音来完成；通过对讲师谈话，课堂话语和研究指导的研究知识的演绎方法对录音进行内容分析，以及一种识别新型教师谈话类型的归纳方法；从学生科学，科学身份以及对继续科学的价值观和成本的看法中，从学生中收集预/后的数据；并使用混合效应回归模型进行定量分析，以探索哪种（如果有的话）与学生的结局有关。该项目的结果旨在洞悉治疗有效性的理论基础，例如，通过建立学生对他们在研究中取得成功的能力的信心，通过帮助他们看到他们在科学及其在科学社区中的地位或某种组合来帮助他们在研究中取得成功的能力，从而使学生有效地看到研究价值。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估审查标准，被认为是珍贵的支持。