Collaborative Research: Role of Flexible Design and Instructor Supports in Implementing Sustainable Course-based Research Experiences Across Diverse Institution Types

协作研究：灵活设计和教师支持在跨不同机构类型实施可持续的基于课程的研究经验中的作用

• 批准号: 2141910
• 负责人: Erika Offerdahl
• 金额: $ 50.94万
• 依托单位: Washington State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2141910&HistoricalAwards=false
• 关键词: Collaborative; Research; Role; Flexible; Design

This project aims to serve the national interest by implementing evidence-based teaching practices using course based undergraduate research experiences (CUREs). Students learn most effectively by doing rather than merely watching and listening. At the undergraduate level in sciences, this translates into learning science by doing science. It is well-known that undergraduates have improved outcomes in performance, persistence, and progress when they engage in hands-on research; that is, doing what scientists in any field do. These improved outcomes could be particularly valuable for students from minoritized groups and first-generation college students. At the same time, access to research experiences as undergraduates in the form of traditional apprenticeship-based laboratory research has historically favored majority-group students. CUREs have been shown to provide some of the same benefits as traditional research experiences, but at a much broader scale, at lower cost, and with shorter time commitments. This project will provide broad access to learning-by-doing in biochemistry research by lowering barriers to implementing CUREs. The project intends to assess participation in a previously developed biochemistry CURE, the Biochemistry Authentic Science Inquiry Laboratory (BASIL). The project will engage with faculty at institutions whose students will most benefit from increased access to research experiences, with a focus on Minority-Serving Institutions. The BASIL CURE is fully implemented on ten campuses. More than 25 other campuses are exploring and/or using parts of the curriculum through prior work. The project will add 50 more campuses to the project over the next 5 years through a series of recruiting and training workshops and through a well-designed mentoring program. The project will focus on Minority-Serving Institutions, Historically Black Colleges and Universities, Tribal Colleges, and Community Colleges. The goal of the project is to investigate the processes by which CUREs are adopted, implemented, and sustained with three specific aims: Aim 1. Identify the supports for and barriers to CURE implementation and sustainability across institution types; Aim 2. Characterize the relationship between institutional context and variations in CURE implementation across institution types; and Aim 3. Facilitate implementation and sustainability in diverse contexts through faculty development. The project will collect data from participating faculty by administering and collecting (a) pre-engagement surveys, (b) implementation plans, (c) implementation surveys, and (d) semi-structured interviews. The project will partner with other established CURE communities in the field to assess the process of CURE implementation for any barriers such as impacts of cost, institutional support, or faculty workload. The project will also assess the sustainability of the CURE strategy across participating campuses based on demographics, size, location, and other factors. As a result of this implementation and assessment process, the project seeks to contribute to strengthening the diverse workforce in sciences, technology, and medicine. 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.

该项目旨在通过使用基于课程的本科研究经验（Cures）实施基于证据的教学实践来为国家利益服务。学生通过做的而不是只观看和倾听来最有效地学习。在科学的本科层面上，这通过做科学转化为学习科学。众所周知，本科生从事动手研究时的表现，持久性和进步的结果改善。也就是说，在任何领域的科学家做事。这些改进的结果对于来自少数小组和第一代大学生的学生可能特别有价值。同时，以基于传统的学徒实验室研究的形式获得本科生的研究经验，历史上偏爱多数群体的学生。疗法已被证明可以提供与传统研究经历相同的好处，但以较低的成本和更短的时间承诺以更广泛的规模提供。该项目将通过降低实施治疗方法的障碍，从而在生物化学研究中进行广泛的学习学习。 该项目旨在评估对先前开发的生物化学治疗的参与，即生物化学真实科学探究实验室（Basil）。该项目将与机构的教师互动，该机构的学生将从增加对研究经验的访问权限中受益，重点是少数派服务机构。罗勒治疗已在十个校园中充分实施。其他25个校园正在通过先前的工作探索和/或使用课程的一部分。该项目将在未来5年内通过一系列招聘和培训讲习班以及精心设计的指导计划增加50个校园。该项目将集中于少数派服务机构，历史上的黑人学院，部落学院和社区学院。该项目的目的是调查采用，实施和维持三个特定目标的疗法的过程：目标1。确定对机构类型的实施和可持续性的支持和障碍；目的2。表征机构环境与跨机构类型的治疗实施的变化之间的关系；目标3。通过教师的发展促进在各种环境中的实施和可持续性。该项目将通过管理和收集（a）参与前调查，（b）实施计划，（c）实施调查以及（d）半结构化访谈，从参与教师那里收集数据。 该项目将与该领域的其他已建立的治愈社区合作，以评估任何障碍的治疗过程，例如成本，机构支持或教师工作量的影响。 该项目还将根据人口统计学，规模，位置和其他因素来评估参与校园的治疗策略的可持续性。 由于这一实施和评估过程，该项目旨在为加强科学，技术和医学方面的多样化劳动力做出贡献。 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，该计划支持有希望的实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响评估的评估来支持的。