Fostering Student Success in STEM Disciplines through Engaged Learning Opportunities and Comprehensive Program Development

这项提案是由贝尔纳普堡学院(FBC)提交的，这是一所部落控制的社区学院，位于蒙大拿州中北部的贝尔纳普堡印第安人保留地。该项目的总体目标是增加学生在FBC的STEM(科学、技术、工程和数学)学位课程中的参与度和成就率。为了实现这一目标，该项目将为STEM学生提供数学、科学和技术方面的综合连续学习机会，同时通过课程改革、师资培养和基础设施建设来加强该机构的STEM计划。以学生为中心的活动包括积极的外展和招聘计划、大学前暑期课程、扩大STEM课程的辅导和课堂援助、研究和实习机会，以及与蒙大拿州立大学北方分校的衔接计划。与此同时，STEM教职员工将参加一系列旨在提高STEM教学质量的活动，增加教师在教学方法和课程内容方面的知识，并加强有效提供STEM课堂、实验室和实地教学所需的机构资源。通过实施这一综合战略，该项目将实现以学生为中心的五个表现目标，并建设学院提供高质量STEM课程和学位课程的能力。评价活动将为项目人员提供有效监测项目进展情况所需的信息，提高其持续有效性，评估其在实现项目目标和目的方面的成功，并将其结果传达给各种利益攸关方。FBC学术事务主任玛丽·约翰·泰勒女士将担任该项目的首席研究员。智力价值该项目从几个方面阐述了美国国家科学基金会对智力价值的审查标准。FBC的学生将通过参加大学前暑期丰富课程、改革后的STEM课程、研究和/或实习机会以及衔接计划活动来增进他们在STEM学科方面的知识和理解。教师将通过专业发展机会和师生研究项目，增加他们对有效教学方法和教学知识的理解。通过评估活动收集的数据将扩大关于项目战略在美国印第安人学生中的有效性的知识体系。虽然该项目中采用的许多学习/教学战略和活动的有效性已被记录在以研究为基础的文献中，但它们针对贝尔纳普堡学院的独特背景进行了修改，具有创造性和原创性。针对非传统学生的招生和推广工作，创新的大学前STEM增收计划，替代补救方法，。在STEM项目中融入GrosVentre和Assiniboine文化代表了该项目的高度原创性和创造性。其他有助于项目智力优势的因素包括项目领导的资历和经验，以及项目不受限制地获得该机构的全方位STEM资源。该项目是在为期两年的规划过程中构思出来的，其多个组成部分都经过了明确的组织，以实现以学生为中心的具体和可衡量的目标和目的。BROADER IMPACTS项目活动将实现国家科学基金会拨款提案指南中描述的许多更广泛的影响。大学前的充实课程和经过改革的STEM课程将采用基于探究的教学，以激发学生的发现精神，这种精神将通过研究和/或实习经验来加强，以应对与当地相关的现实世界。问题。该项目还将增加代表不足的少数族裔，特别是美国印第安人，参与STEM学术项目和职业。为了鼓励美国印第安人学生(占FBC学生总数的85%)取得成功，该项目将采用在少数族裔学生，特别是美国印第安人中被证明有效的教学方法和学习活动。通过项目的传播活动以及师生研究项目的社会影响和项目对当地劳动力的预期影响，该项目的更广泛的影响将远远超出贝尔纳普堡学院。

AbstractThis proposal is submitted by Fort Belknap College (FBC), a tribally-controlled community college locatedon the Fort Belknap Indian Reservation in northcentral Montana. The overall goal of the project is to increasestudent participation and success in FBC.s STEM (Science, Technology, Engineering and Mathematics) degreeprograms. To accomplish this goal the project will provide STEM students with an integrated continuum of learning opportunities in mathematics, science and technology, while, at the same time, strengthening the institution.s STEM programs through curriculum reform, faculty development, and infrastructure enhancement. Student-centered activities include an active outreach and recruiting program, pre-college summer sessions, expanded tutoring and in-class assistance in STEM course offerings, research and internship opportunities, and a bridge program with Montana State University-Northern. At the same time, STEM faculty and staff will participate in a series of activities designed to improve the quality of STEM instruction, increase faculty knowledge in both teaching methods and course content, and enhance institutional resources needed to effectively deliver STEM classroom, laboratoryand field-based instruction. Through the implementation of this comprehensive strategy, the project will achieve five student-centered performance objectives and build the college.s capacity to offer high quality STEM courses and degree programs. Evaluation activities will provide project personnel with the information needed to effectively monitor the project.s progress, improve its ongoing effectiveness, assess its success in achieving project goals and objectives, and communicate its outcomes to a variety of stakeholders. Ms. Mary John Taylor, dean of academic affairs at FBC, will serve as principal investigator for the project. INTELLECTUAL MERITThe project addresses NSF's review criteria of intellectual merit in several ways. Students at FBC willadvance their knowledge and understanding in STEM disciplines through participation in pre-college summerenrichment sessions, reformed STEM course offerings, research and/or internship opportunities, and bridge program activities. Faculty will increase their understanding of effective pedagogy and content knowledge through professional development opportunities and faculty-student research projects. Data gathered through evaluation activities will expand the body of knowledge concerning the effectiveness of project strategies among American Indian students.While the effectiveness of many of the learning/teaching strategies and activities employed in this projecthave been documented in the research-based literature, their modification for use in the unique context of Fort Belknap College is both creative and original. Recruitment and outreach efforts targeting non-traditional students, innovative pre-college STEM enrichment programs, alternative approaches to .remediation,. and integration of GrosVentre and Assiniboine cultures within STEM program offerings represent highly original and creative components of this project.Other factors contributing to the intellectual merit of the project include the qualifications and experience ofproject leadership and the project.s unrestricted access to the institution.s full range of STEM resources. The project was conceived during a two-year planning process, and its multiple components are clearly organized to achieve specific and measurable student-centered goals and objectives.BROADER IMPACTSProject activities will achieve many of the broader impacts described in NSF.s Grant Proposal Guide. Pre-college enrichment sessions and reformed STEM course offerings will employ inquiry-based instruction to energize students with a spirit of discovery that will be reinforced through research and/or internship experiences addressing locally relevant, .real world. issues. The project also will increase the participation of underrepresented minorities, specifically American Indians, in STEM academic programs and professions. To encourage the success of American Indian students (who represent 85% of FBC.s student body), the project will employ instructional methods and learning activities that have proven effective among minority students, especially American Indians. The broader impacts of the project will be felt far beyond Fort Belknap College through the project.s dissemination activities and through the societal impacts of faculty-student research projects and the project.s anticipated impact on the localwork force.