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

摘要本提案由Fort Belknap College （FBC）提交，该学院位于蒙大拿州中北部的Fort Belknap印第安保留地，是一所部落控制的社区学院。该项目的总体目标是提高学生在FBC中的参与度和成功率。美国的STEM（科学、技术、工程和数学）学位课程。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，同时加强该机构。通过课程改革、师资队伍建设和基础设施建设来推进美国的STEM项目。以学生为中心的活动包括积极的推广和招聘计划，大学预科暑期课程，STEM课程的扩展辅导和课堂援助，研究和实习机会，以及与蒙大拿州立大学北方分校的桥梁计划。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，并增强有效提供STEM课堂、实验室和实地教学所需的机构资源。通过这一综合策略的实施，项目将实现五个以学生为中心的绩效目标，建设学院。美国有能力提供高质量的STEM课程和学位课程。评价活动将为项目人员提供有效监测项目所需的信息。S进度，改进其持续有效性，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干系人。FBC教务处主任Mary John Taylor女士将担任本项目的首席研究员。该项目以几种方式解决了NSF对智力价值的审查标准。FBC的学生将通过参加大学前暑期充实课程、改革后的STEM课程、研究和/或实习机会以及桥梁项目活动来提高他们在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，提高他们对有效教学法和内容知识的理解。通过评估活动收集的数据将扩展有关美国印第安学生项目策略有效性的知识体系。虽然在这个项目中使用的许多学习/教学策略和活动的有效性已经在基于研究的文献中得到了记录，但在贝尔纳普堡学院的独特背景下使用它们的修改既具有创造性又具有原创性。针对非传统学生的招聘和推广工作，创新的大学预科STEM丰富课程，替代补救方法，。格罗夫文特和阿西尼博因文化在STEM项目中的整合代表了这个项目的高度原创和创造性的组成部分。其他影响项目智力价值的因素包括项目领导和项目的资格和经验。不受限制地进入该机构。it’我们拥有全方位的STEM资源。该项目是在两年的规划过程中构思出来的，它的多个组成部分被清晰地组织起来，以实现以学生为中心的具体和可衡量的目标。更广泛的影响项目活动将实现NSF中描述的许多更广泛的影响。s拨款建议指南。大学预科充实课程和改革后的STEM课程将采用探究式教学，以激发学生的发现精神，这种精神将通过研究和/或解决当地相关问题的实习经验得到加强。现实世界。问题。该项目还将增加代表性不足的少数民族，特别是美国印第安人，在STEM学术项目和职业中的参与。鼓励美国印第安学生的成功（他们占FBC的85%）。该项目将采用已被证明对少数民族学生，特别是美国印第安人有效的教学方法和学习活动。该项目的广泛影响将通过该项目远远超出贝尔纳普堡学院。通过师生研究项目和项目的社会影响进行传播活动。预计对本地劳动力的影响。

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.