Collaborative Research: New to IUSE: EDU DCL:Diversifying Economics Education through Plug and Play Video Modules with Diverse Role Models, Relevant Research, and Active Learning

协作研究：IUSE 新增功能：EDU DCL：通过具有不同角色模型、相关研究和主动学习的即插即用视频模块实现经济学教育多元化

• 批准号: 2315700
• 负责人: Mary Holder
• 金额: $ 3.77万
• 依托单位: University of West Georgia
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-01-01 至 2025-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2315700&HistoricalAwards=false
• 关键词: Collaborative; Research; New; IUSE; EDU

This project aims to serve the national interest by improving economics education in undergraduate programs. Introductory economics courses (taken by a significant number of undergraduate students) often fall short of their potential due to outdated teaching methods, classroom practices that are not inclusive, and a paucity of diverse role models. In comparison to other STEM fields that have made strides in developing and adopting innovative teaching approaches that welcome diverse perspectives, economics has lagged behind. Consequently, the ability of economics to contribute to solving societal problems is compromised. The lack of diversity not only affects the topics studied but also limits the exchange of diverse ideas in the classroom, hindering broader societal progress. This project seeks to address these issues by developing and evaluating a classroom intervention using evidence-based methods from STEM education literature, with the goal of broadening perceptions of economics, enhancing student sense of belonging, and increasing diversity and retention in the field. The proposed intervention consists of a series of modules instructors can easily plug into introductory economics courses designed to expose students to diverse role models and a range of exciting and relevant topics through professionally produced videos. Accompanying curricular materials, grounded in evidence-based active learning principles, will deepen student engagement and learning. The project hypothesizes that this intervention will positively influence students' perceptions about economics, strengthen their sense of belonging in economics and their belief in their own abilities, and improve learning, persistence, and retention, particularly among diverse students. The modules will also provide professional development opportunities for economics instructors, enabling them to implement best practices in their classrooms. By bringing together these evidence-based approaches and delivering them to the introductory economics classroom, this Tier 1 project aligns with the IUSE: EDU Program's Engaged Student Learning track, aiming to improve economics education, engage students through innovative and inclusive practices, enhance diversity, and prepare students with a comprehensive understanding of economic principles and their applications. The project also furthers the NSF mission by expanding knowledge on STEM education and increasing the capacity of the US to conduct research in economics, a crucial STEM field, by contributing to a more vibrant and diverse economics workforce.This project uses a mixed methods research approach by incorporating focus group input into the development of the project modules and quantitative and qualitative methods for impact evaluation. The project team plans to deploy the modules in classes at varied types of institutions in collaboration with instructors. Each instructor will have a “control” semester in which they do not use the modules and a “treatment” semester in which they conduct the pre- and post-surveys that will be used to collect data on constructs such as STEM identity, self-efficacy, connectedness and belonging, and perceptions of persistence in economics. Combining that data with institutional data, the project team will perform difference-in-differences regressions to analyze project impacts. The intellectual merit of this project lies in leveraging the existing evidence about active learning and role models to create a novel set of modules, combining diverse role models, policy relevance, and active learning techniques to shape diverse students' perceptions, identity, and persistence. The modules are designed to be adaptable to a wide range of institutions, facilitating their easy integration into introductory economics classrooms. The broader goals of this project start in the classroom but extend beyond it, aiming to create a profession that welcomes economists from all backgrounds to address society's challenges. The modules this project creates should positively influence students' experiences in economics education, diversify the pipeline of economics students, provide professional development opportunities for instructors, and broaden the voices and perspectives represented in economics. The NSF IUSE: EDU 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 and to advance our understanding of persistence in economics.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.

该项目旨在通过改善本科课程的经济学教育来为国家利益服务。由于过时的教学方法，不包容的课堂实践以及对多样性榜样的匮乏，因此经济学课程（由大量的本科生参加）通常没有潜力。与其他在开发和采用创新的教学方法方面取得了进步的STEM领域相比，经济学落后了。因此，经济学有助于解决社会问题的能力受到损害。缺乏多样性不仅会影响研究的主题，而且还限制了课堂上多样性思想的交流，从而阻碍了广播公司的社会进步。该项目旨在通过使用STEM教育文献的基于证据的方法来开发和评估课堂干预，以扩大对经济学的看法，增强学生归属感，以及增加该领域的多样性和保留率，以解决这些问题。拟议的干预措施包括一系列模块讲师可以轻松地插入介绍经济学课程，旨在通过专业制作的视频使学生了解多样性的榜样以及一系列令人兴奋的和相关的主题。伴随的当前材料以基于证据的积极学习原则为基础，将加深学生的参与和学习。该项目假设这种干预将对学生对经济学的看法产生积极影响，增强他们在经济学中的归属感以及对自己能力的信念，并改善学习，持久性和保留性，尤其是在不同的学生中。这些模块还将为经济学讲师提供专业发展的机会，使他们能够在课堂上实施最佳实践。通过将这些基于循证的方法汇总到引言经济学课堂上，该级项目与IUSE：EDU计划的敬业学生学习轨道相吻合，旨在改善经济学教育，通过创新和包容性实践，增强多样性，并使学生对经济原则及其应用的全面了解。该项目还通过扩大有关STEM教育知识的知识并提高美国进行经济学研究的能力，通过为更充满活力和更重要的经济学劳动力做出贡献来进一步发展NSF的使命。该项目通过编码焦点小组对项目模型和定量和质量评估的开发来编码焦点小组通过编码焦点小组的投入来采用混合方法研究方法。项目团队计划与教师合作，在各种类型的机构中部署模块。每位讲师都将拥有一个“控制”学期，其中他们不使用模块和一个“治疗”学期，在该学期中，他们将进行术前和后的疾病，这些学期将用于收集有关诸如STEM身份，自我效能感，联系性和归属感以及经济学持久性的构造的数据。将这些数据与机构数据相结合，项目团队将执行差异性回归的回归，以分析项目影响。该项目的智能优点在于利用有关积极学习和榜样的现有证据来创建一组新型的模块，将潜水员的榜样，政策相关性和主动学习技巧结合起来，以塑造潜水员学生的看法，身份和持久性。这些模块设计为适应广泛的机构，支持它们轻松地集成到简介经济学教室中。该项目的更广泛的目标从课堂开始，但范围超出了课堂，旨在创建一个受到各个背景经济的专业人员，以应对社会的挑战。该项目创造的模块应积极影响学生在经济学教育方面的经验，使经济学学生的渠道多样化，为讲师提供专业发展机会，并扩大经济学代表的声音和观点。 NSF IUSE：EDU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，并促进我们对经济学持久性的理解。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛的影响审查标准通过评估来获得的支持。