RDE-DEI: Developing and Evaluating a Peer Led Team Learning Curriculum in Caluculus and Chemistry for Undergraduate Students with Learning and Attention Disabilities

RDE-DEI项目：开发和评估学习和注意力障碍的本科生微积分和化学的同伴主导团队学习课程是由残疾教育研究（RDE）计划的示范，丰富和信息传播（DEI）轨道资助的10万美元奖金。 该项目的主要目标是通过实施适应性同伴领导的团队学习（APLTL）计划，提高本科生在网关微积分和化学课程中的学习和注意力障碍的学术成果。 该计划包括一个同伴指导计划，以帮助学生与课程内容，以提高学生的理解和知识的具体学术材料，并帮助学生采用基于策略的指令，以提高执行功能技能，特别是在组织，解决问题，阅读理解，灵活的行动转移，以满足任务的要求，并坚持对目标的领域。 该项目建立在该团队在华盛顿大学（WU）高级学习中心（CAL）已经进行的成功工作的基础上;在WU学术部门的合作下，CAL的工作人员已经为STEM中的无残疾学生创建了学术桥梁和同行领导的团队学习计划。来自WU的团队，这是由心理学家谁也是一个吴助理副校长和CAL主任领导，包括专家在中学后残疾服务，教师和工作人员在大学微积分和化学教育的专业知识，以及为有学习和注意力障碍的学生提供中学后学习服务的专家。该提案包括一个准实验设计，以比较约40名参加APLTL课程的学习和注意力障碍学生的微积分和化学表现，一群没有参加该项目的类似学生在同一课程中的表现。该项目直接解决了RDE-DEI通过丰富中学后微积分和化学课程中有学习和注意力障碍的学生的学术经验来跟踪目标，并通过展示私立本科院校内高度专业化的指导计划的有效性。 有一个形成性和总结性的项目评估计划，这是由吴内部评估员，拉里Handlin，谁是CAL的评估助理主任进行。 还有一个传播计划，其中包括基于网络的材料，大学教师和工作人员在其他校园开发类似的STEM APLTL计划，在同行评审的专业期刊上发表文章，并在高等教育和残疾协会的年度大会上发表演讲，康涅狄格州大学的年度中学后培训学院，以及年度RDE PI会议。

The project RDE-DEI: Developing and Evaluating a Peer Led Team Learning Curriculum in Calculus and Chemistry for Undergraduate Students with Learning and Attention Disabilities is a $100,000 dollar award funded by the Research in Disabilities Education (RDE) program's Demonstration, Enrichment and Information Dissemination (DEI) track. The primary goal of this project is to improve the academic outcomes for undergraduate students with learning and attention disabilities in gateway calculus and chemistry courses by implementing the use of an adapted peer led team learning (APLTL) program. This program includes a peer mentoring program to help students with course content to improve student understanding and knowledge of specific academic materials and to help students by employing strategies-based instruction to improve executive function skills, particularly in the areas of organization, problem solving, reading comprehension, flexible shifting of actions to meet task demands, and persistence towards a goal. This project builds on the successful work already conducted by the team, at Washington University's (WU) Center for Advanced Learning (CAL); with the cooperation of WU's academic departments the CAL's staff have already created academic bridge and peer led team learning programs for students without disabilities in STEM.The team from WU, which is lead by a psychologist who is also a WU Assistant Vice Chancellor and the Director of the CAL, includes experts in post-secondary disability services, faculty and staff with expertise in college calculus and chemistry education, and an expert in post-secondary learning services for students with learning and attention disabilities. The proposal includes a quasi-experimental design to compare the calculus and chemistry performance of approximately 40 students with learning and attention disabilities who participate in the APLTL program, to the performance of a cohort of similar students enrolled in the same courses who do not participate in the program.The project directly addresses the RDE-DEI track goals by enriching the academic experiences of students with learning and attention disabilities in post-secondary calculus and chemistry courses, and by demonstrating the effectiveness of a highly specialized mentoring program within a private undergraduate institution. There is a formative and summative project evaluation plan which is being conducted by a WU internal evaluator, Larry Handlin, who is the CAL's Assistant Director for Evaluation. There is also a dissemination plan which includes web-based materials for university faculty and staff to develop similar STEM APLTL programs at other campuses, publications in peer-reviewed professional journals, and presentations at the annual convention of the Association for Higher Education and Disability, the annual University of Connecticut's Post Secondary Training Institute, and the annual RDE PI meeting.