| NSF Org: |
DUE Division Of Undergraduate Education |
| Recipient: |
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| Initial Amendment Date: | August 1, 2018 |
| Latest Amendment Date: | August 1, 2018 |
| Award Number: | 1830897 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Dawn Rickey
drickey@nsf.gov (703)292-4674 DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
| Start Date: | October 1, 2018 |
| End Date: | September 30, 2021 (Estimated) |
| Total Intended Award Amount: | $45,740.00 |
| Total Awarded Amount to Date: | $45,740.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
5250 CAMPANILE DR SAN DIEGO CA US 92182-1901 (619)594-5731 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
San Diego CA US 92182-7720 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | IUSE |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
To enhance undergraduate Science, Technology, Engineering and Mathematics (STEM) education for all students, instructional practices and curricula with robust evidence of their effectiveness need to be more widely implemented in our colleges and universities. Accomplishing this goal will require institutions of higher education, their departments, and faculty members to change current policies and practices. Theories about making such changes come from diverse disciplines. The resulting complexity and breadth of the literature makes it challenging to identify, understand, and apply relevant theories. Additionally, most investigations of change in undergraduate STEM education focus on a single initiative, so the results of many studies are needed to refine theories of change and to identify approaches for meaningful change. Thus, there is a need for a rigorous, analytical synthesis of these theories and how they might be used to promote meaningful change in undergraduate STEM education. The goals of this project are to break down theoretical and disciplinary silos, and to build capacity to more effectively investigate, understand, and facilitate changes that enhance undergraduate STEM education.
This Improving Undergraduate STEM Education project will convene a series of in-person and virtual meetings in which researchers who investigate systemic change in undergraduate education will synthesize and organize theories of change. In the process, these meetings will build community and enhanced capacity for research on systemic change in undergraduate STEM education. Meetings will include about 20 discipline-based education researchers from different STEM disciplines who are emerging scholars studying change, as well as national leaders in systemic change in undergraduate STEM. The work accomplished in these meetings will help investigators make better use of relevant theories of change in their STEM education research. The products of this work will be shared via journal articles as well as Wikipedia pages and the Accelerating Systemic Change Network website.
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.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
The goal of this project was to build community and capacity for research on change in STEM higher education. A key feature of this work was breaking down silos that often exist across STEM disciplines and across different theoretical perspectives. We pursued project goals by first convening a conference. This project convened emerging scholars from across disciplines for a conference that prompted deep conversations about the theory that guides change efforts in undergraduate STEM education, fostered community building, and provided the spark for future collaborations. Participants in this conference reported that the conference helped them to learn about new theories relevant to their work and to build new collaborations and connections. Following this conference, this project pursued three avenues to advance knowledge and build capacity for the research community in this area, grounded in what was learned through the conference. First, the project produced a commentary to propose common language and meaning for key theoretical concepts. Second, the project leadership conducted a systematic review of all relevant literature, written specifically to support researchers new and experienced, and to point to key future research areas. Third, the project created and made freely available a set of resources specifically written for those new to the field to quickly access relevant theory and literature.
Last Modified: 10/19/2021
Modified by: Daniel L Reinholz
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