Building Connections and Learning Communities among Educators and Researchers at HBCUs

摘要霍华德大学的卡普斯通研究所采用了四个部分重叠的活动，旨在系统地应对HBCU在为本科生和研究生提供高质量的STEM教育方面面临的复杂挑战。在第一级，目标是开发动态网络结构，以建立、扩大和维持研究参与者之间的联系以及与人力和信息资源的联系，以提高开展高质量科学研究的能力。在第二级，选定的研究参与者将与同事和导师合作，获得具体的深入支持，以制定具体的、高质量的研究产品。第二级还将针对递归问题解决任务，使用协作实验室笔记本来完成这些类型的任务。在第三级，来自HBCU的两组30名教育工作者(总共60人)教授看门人STEM或STEM教育课程，他们将参加一项持续改进干预，重点是具有后续支持结构和合作机会的专业发展模式。在第4级，HBCU内各种机构结构的复杂性和组织交流的需要将由这一级内的网络改进社区工具提供便利。第4级将面向HBCU的高层管理人员(如教务长、院长、部门主席)，他们已同意成为组织变革网络改进社区的一部分。这一干预措施的更广泛影响主要侧重于通过联网、培训机会和先进的框架扩大代表不足的少数群体研究人员、教育工作者和学生在STEM领域的参与，以加强研究和高质量的STEM教学和学习。通过改善教师层面的STEM课堂教学，这一干预措施将加强对本科和研究生层面的少数民族学生的STEM教育。拟议项目的核心重点是让代表性不足的群体以及为他们提供服务的机构更广泛地参与以科学、技术和经济研究为基础的研究活动。将使用各种资源、创新方法、吸引人的活动和高度适当的工具来推进项目的目标和目的。该项目解决了学术界的一个真正需求，即相对于提出创新和技术进步的研究机会，培养和准备未来本科生和研究生水平的STEM人才。加强STEM研究和教学的基础设施是该项目在网络和合作伙伴关系发展方面的直接好处和预期结果。核心成果说明了更广泛社会中基于STEM的创新。

AbstractThe Capstone Institute at Howard University uses four partially overlapping tiers of activities aimed at systematically addressing the complex challenges HBCUs face in providing a high-quality STEM education for undergraduate and graduate students. In tier 1, the goal is to develop dynamic networking structures to establish, expand, and sustain connections among research participants and connections to human and informational resources to enhance prowess at conducting high quality scientific research. In tier 2, selected research participants will gain specific in-depth support, in collaboration with colleagues and mentors, to craft a concrete, high quality research product. Tier 2 will also target recursive problem-solving tasks using a Collaboratory Notebook for accomplishing these types of tasks. In tier 3, two cohorts of 30 educators (60 in total) from HBCUs who teach gatekeeper STEM or STEM education courses will participate in a continuous improvement intervention focused on a professional development model with follow-up support structures and opportunities for collaboration. In tier 4, the complexity of the various institutional structures across HBCUs and the need for organizational exchanges will be facilitated by a Networked Improvement Communities vehicle within this tier. Tier 4 will target top administrators (e.g. provost, dean, department chair) at HBCUs that have consented to be a part of an organizational change networked improvement community. The broader impacts of this intervention entail a primary focus on expanding the participation of underrepresented minority researchers, educators and students in STEM fields through networking, training opportunities, and advanced frameworks to undergird research and high quality STEM teaching and learning. By improving STEM classroom instruction at the faculty level, this intervention will strengthen STEM education for minority students at the undergraduate and graduate levels. The core focus of the proposed project is broader participation of under-represented groups and the institutions that serve them in STEM-based research activities. A variety of resources, innovative approaches, engaging activities, and highly appropriate instruments will be used to advance the goals and objectives of the project. The project addresses a true need in the academic community to develop and prepare future STEM talent at the undergraduate and graduate levels relative to research opportunities that propose innovation and technological advancement. Enhancement of the infrastructure for STEM research and instruction is a direct benefit and anticipated outcome of the project in regards to networks and collaborative partnership development. The core outcomes speak to STEM-based innovation in the broader society.