Maximizing the Impacts of Inclusive Course-based Undergraduate Research Experiences: from Hypothesis to Undergraduate Conference Participation

最大限度地发挥基于课程的包容性本科生研究经验的影响：从假设到本科生会议参与

• 批准号: 2235819
• 负责人: Lisa Limeri
• 金额: $ 28.1万
• 依托单位: Texas Tech University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-05-01 至 2028-04-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2235819&HistoricalAwards=false
• 关键词: Maximizing; Impacts; Inclusive; Course; based

This project aims to serve the national interest by training a highly skilled STEM workforce through undergraduate research experiences. However, such experiences are unevenly distributed and may not be available at institutions with fewer resources. Additionally, many students find accessing these opportunities difficult due to time and financial challenges. To address this challenge this project aims to assess the impacts of Course-based Undergraduate Research Experiences (CUREs) using digitized Natural History Collections (dNHC) data. These CUREs can be taught at all institution types, in online, in-person, and hybrid formats; and they have the potential to increase access to research experiences for all students. Faculty from four institutions (George Washington University, Widener University, Texas Tech University, and Westfield State University) will collaborate to measure the impacts of these CUREs on student learning and student science identity. Students who successfully complete the CUREs may apply to participate in a mentored and financially supported cohort-based scientific conference experience. How the conference experiences may further impact student learning gains will also be assessed. This study will produce a rich dataset from multiple institutions including minority serving institutions and community colleges. This will document the impacts of dNHC CUREs and connected conference experiences. This will help to encourage broader use of dNHC CUREs and supported conference experiences and help lead to a diverse and skilled STEM workforce.Gaining broad institutional support for dNHC CURE implementation and student conference presentations requires clear evidence of student gains and the transformational impacts of these experiences on student science identity which contributes to persistence in STEM. This project will formally determine the impacts of dNHC CUREs and conference experiences on student learning in data science and geospatial skills, and student perceptions of science identity and self-efficacy across institution types and student populations. This will lead to better understanding of the differential effects of these experiences across demographic student populations and diverse institutional types. To refine best practices for mentoring undergraduates through national conference experiences, training materials for faculty and students will be created, and the impacts of undergraduate conference experiences where students present their CURE research will be assessed. This project will create a large multi-institutional dataset that will enable this project to make significant contributions to the broader undergraduate STEM education enterprise's understanding of the importance of CUREs and conference experiences while also encouraging and supporting efforts to make CUREs more widespread by providing strong evidence of their efficacy and impacts. Increased use of dNHC CUREs and including conference presentations and participation will improve undergraduate education and increase the accessibility of research for all students regardless of financial hardships, personal obligations, or physical abilities that may otherwise limit their participation. This project provides training for diverse early career scientists in skills critical to a highly skilled STEM workforce and opportunities for students to attend conferences to improve their sense of belonging in science. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through its 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.

该项目旨在通过通过本科研究经验培训高技能的STEM劳动力来为国家利益服务。但是，这种经验的分布不均匀，资源较少的机构可能无法获得。此外，许多学生发现由于时间和财务挑战，很难获得这些机会。为了应对这一挑战，该项目旨在使用数字化的自然历史收集（DNHC）数据来评估基于课程的本科研究经历（治疗）的影响。可以在所有机构类型的在线，面对面和混合形式中教授这些治疗方法；他们有可能增加所有学生获得研究经验的机会。来自四个机构（乔治华盛顿大学，德克萨斯理工大学和韦斯特菲尔德州立大学）的四个机构的教师将合作衡量这些治疗方法对学生学习和学生科学身份的影响。成功完成治疗方法的学生可以适用于参加基于人群的指导和经济支持的科学会议经验。会议经验如何进一步影响学生学习成就也将得到评估。这项研究将从多个机构中产生丰富的数据集，包括少数派服务机构和社区大学。这将记录DNHC治疗和连接的会议经验的影响。这将有助于鼓励更广泛地使用DNHC治疗方法和支持的会议经验，并有助于导致多样化，熟练的STEM劳动力。为DNHC治疗实施和学生会议演讲获得广泛的机构支持，需要明确的证据证明学生成就以及这些经验对这些经验对学生科学认同的变革影响，从而对STEM持续存在持久性。该项目将正式确定DNHC治疗和会议经验对数据科学和地理空间技能学生学习的影响，以及学生对机构类型和学生人数的科学认同和自我效能感的看法。这将使人们更好地理解这些经历在人群学生人群和各种机构类型中的差异影响。为了完善通过国家会议经验来指导大学生的最佳实践，将为教师和学生创建培训材料，并将评估学生介绍他们的治疗研究的本科会议经验的影响。该项目将创建一个大型的多机构数据集，使该项目能够为更广泛的本科STEM教育企业对治疗和会议经验的重要性的理解做出重大贡献，同时还鼓励和支持努力通过提供其功效和影响的大量证据，以使疗法更广泛地进行。 DNHC治疗方法的使用增加，包括会议演讲和参与将改善本科教育，并提高所有学生研究的可访问性，无论经济困难，个人义务或身体能力如何，否则可能会限制他们的参与。该项目为多样化的早期职业科学家提供了对高科技的STEM劳动力至关重要的技能的培训，并为学生提供了参加会议以改善科学归属感的机会。 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。通过其参与的学生学习轨道，该计划支持了有前途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。