| NSF Org: |
EES Div. of Equity for Excellence in STEM |
| Recipient: |
|
| Initial Amendment Date: | May 5, 2020 |
| Latest Amendment Date: | May 5, 2020 |
| Award Number: | 2029363 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Carleitta Paige-Anderson
cpaigean@nsf.gov (703)292-2816 EES Div. of Equity for Excellence in STEM EDU Directorate for STEM Education |
| Start Date: | May 15, 2020 |
| End Date: | April 30, 2021 (Estimated) |
| Total Intended Award Amount: | $200,000.00 |
| Total Awarded Amount to Date: | $200,000.00 |
| Funds Obligated to Date: |
|
| History of Investigator: |
|
| Recipient Sponsored Research Office: |
640 DR MARY MCLEOD BETHUNE BLVD DAYTONA BEACH FL US 32114-3012 (386)481-2547 |
| Sponsor Congressional District: |
|
| Primary Place of Performance: |
640 Mary McLeod Bethune Blvd. Daytona Beach FL US 32114-3012 |
| Primary Place of
Performance Congressional District: |
|
| Unique Entity Identifier (UEI): |
|
| Parent UEI: |
|
| NSF Program(s): | Hist Black Colleges and Univ |
| Primary Program Source: |
|
| Program Reference Code(s): |
|
| Program Element Code(s): |
|
| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
The Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP) supports RAPID projects when there is a severe urgency with regard to availability of, or access to, data, facilities or specialized equipment, including quick-response research on natural or anthropogenic disasters and similar unanticipated events, such as the COVID-19 pandemic. The project at Bethune Cookman University seeks to investigate the effects of two educational interventions on the robust learning measures of long-term retention or desire for future learning of COVID-19 knowledge. It will produce designers of effective, efficient, and engaging distance learning while equipping undergraduate students and informal learners with relevant skills and competencies to contribute transdisciplinary solutions to the current COVID-19 and future disease outbreaks. Undergraduate students are involved as researchers in this project.
The goal of the project is to understand how to optimize the successful learning of knowledge content types such as procedures for data associated problem solving activities, especially in the circumstances of mandatory remote education. The abundance of data resources resulting from the COVID-19 pandemic presents unique conditions suitable to design and develop educational technology interventions for learning procedures to solve data challenges in areas of data flow, data curation, and data analytics. The research is guided by the Knowledge-Learning-Instruction theoretical framework for producing robust student learning. Two online educational technology interventions will be developed and investigated among cohorts of designers of learning experiences on generating knowledge from complex data resources on COVID-19 pandemic, and among informal learners of the genomics and environmental survival of coronaviruses. An ?in vivo? experimentation approach will be implemented that combines causal principles and real online instructional events with or without an ecological control group. The transactions and artifacts of learning events will be analyzed to detect features that predict robust learning and the performance of complex cognitive activities. Post-educational intervention assessments will capture academic and professional success measures including satisfaction with the learning process, self-confidence to work effectively with complex datasets, desire to pursue data careers, and involvement in developing data-driven solutions to COVID-19 pandemic.
This RAPID award is made by the Historically Black Colleges and Universities - Undergraduate Program in the Division of Human Resource Development, Directorate of Education and Human Resources, using funds from the Coronavirus Aid, Relief, and Economic Security (CARES) Act.
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
Note:
When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external
site maintained by the publisher. Some full text articles may not yet be available without a
charge during the embargo (administrative interval).
Some links on this page may take you to non-federal websites. Their policies may differ from
this site.
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.
Project Outcomes for Rapid Response Research Project on COVID-19
Educational Interventions for Undergraduate Students and Informal Learners for Robust Learning of COVID-19 Knowledge
The global response to the Coronavirus Disease 2019 (COVID-19) pandemic has resulted in an abundance of data resources (such as online datasets and visualizations) produced by governmental and non-governmental organizations to communicate knowledge on COVID-19 to the public. There is an especially need to develop the expertise of students and professionals to produce solutions to the COVID-19 pandemic.
Outcome 1. Virtual Adventure-Based Learning of Data Investigations
Physical distancing measures present the need to provide virtual/online/remote opportunities for learning that provide social and intellectual benefits to undergraduate students and informal learners. The Rapid Response Research project resulted in virtual educational interventions that were designed using adventure-based learning guidelines, which are known to have social and intellectual benefits.
The knowledge content type for the adventure-based learning is a four-stage problem-solving process of data investigation that is also relevant in workplace settings. The data investigation process in the problem-solving adventure emphasizes seeking solutions to ill-defined problems from complex data resources.
The Virtual Adventure-Based Learning of Data Investigations incorporates principles of motivation and game mechanics to encourage curiosity for problem-solving with complex, large, interactive and professionally collected datasets. Data sources for the data investigation process included situational reports and scholarly reports on Coronavirus Disease 2019 (COVID-19). The adventure activities were facilitated in virtual/online meeting platforms.
Finally, the adventure-based learning present opportunities for the development of data investigators from diverse academic disciplines as well as adventure leaders for data investigation adventures (Figure 1).
Outcome 2. Resources for Educational Interventions on Data Investigations
COVID-19 pandemic has led to the need for undergraduate students and informal learners from diverse academic disciplines to practice data investigations for long-term retention and transfer to workplace settings. The Rapid Response Research project resulted in resources on the five knowledge content types (fact, concept, process, procedure, and principle) that can be leveraged for the design of educational interventions on data investigations for educators and students.
The educational intervention resources are presented as video lessons, discussion sessions, reading assignments of scholarly articles on frameworks, introductory and advanced practice sessions (Figure 2). The resources use COVID-19 as the knowledge to support attention, relevance, confidence and satisfaction of learners. The resources also incorporate assessments for robust learning outcomes of long-term retention, transfer of learning, and the desire for future learning (Figure 3 and Figure 4).
The educational intervention resources were developed in the following categories:
1. Data Investigation Course for Educators
2. Computational Genomics of COVID-19
3. Bioinformatics Instructional Design Online C.ourse
4. Bioinformatics Data Investigations Undegraduate Course Module
5. Learning Adventures on Bioinformatics Data Investigations (Four-Hour Conference Workshop)
6 Public Health Data Investigations Practicum (15 weeks) [Figure 5]
7. Geospatial Data Investigations for Food Supply Chain Solutions (10 weeks Faculty-Students Research Teams Internship)
8. Data Economy Frontiers Undergraduate Programs
9. Games for Data Investigations
10. Gamified Learning Experiences (Figure 6)
11. Research Opportunities for Universal Transportation Employability Skills (ROUTES)
12. Adventure-Based Undergraduate Learning of Biology (A-BULB) - Faculty Professional Development
More information and project updates at https://bit.ly/project2029363
Last Modified: 10/25/2021
Modified by: Raphael D Isokpehi
Please report errors in award information by writing to: awardsearch@nsf.gov.
