TCU STEM Student Success Collaborative

美国印第安人高等教育联盟(AIHEC)正在建立一个由STEM教员和学术管理人员组成的多校区团队，专注于将文化和社区相关的基于问题的学习(PBL)纳入至少六所部落学院和大学(TCU)的STEM项目。多校区项目团队正在纳瓦霍技术学院的变革性工作基础上再接再厉。纳瓦霍技术学院是一所TCU，在很大程度上通过在校园内促进和鼓励PBL活动，在增加完成STEM学位的美国印第安人学生数量方面取得了巨大成功。参与TCU的教职员工正在将PBL纳入至少一个STEM课程或计划，并探索在校园范围内开发PBL机会的策略。合作伙伴正在与AIHEC和PBL的专家顾问合作，以AIHEC为评估美国印第安人教育项目开发的土著评估框架为基础，开发和实施符合文化背景的PBL实施和评估战略。该项目建立在AIHEC通过沃尔玛基金会资助的项目开发的协作多校园最佳做法传播模式的基础上，该项目确定并传播基于经验的方法，以提高少数族裔服务机构(MSI)学生的保留率和毕业率。这一模式正被用于在本科生一级传播以证据为基础的以问题为基础的学习的最佳做法。最佳实践在很大程度上是基于对纳瓦霍技术学院成功开发和实施的PBL教学模式进行的针对TCU的特定和文化响应的改编。该项目正在扩大TCU现有的实践社区，专注于美国印第安人学生的保留和完成，帮助维持AIHEC和TCU正在进行的确定和分享促进TCU学生成功的最佳实践的努力。通过显著扩大以问题为基础的学习和其他以学生为中心的学习模式的文化响应性实施的从业者社区，该项目正在为适应美国印第安人和阿拉斯加土著STEM教育计划的PBL文化响应性实施的知识库做出贡献。该项目通过AIHEC与拉美裔大学协会(HACU)、全国高等教育机会均等协会(NAFEO)和亚太岛民美国学院和大学协会(APIAACU)的密切合作伙伴关系，与更大的MSI社区分享项目成果及其传播模式。

The American Indian Higher Education Consortium (AIHEC) is establishing a multi-campus team of STEM faculty and academic administrators focused on incorporating culturally- and community-relevant problem-based learning (PBL) into the STEM programs of at least six Tribal Colleges and Universities (TCUs). The multi-campus project team is building on the transformative work of Navajo Technical College, a TCU that has been highly successful in increasing the number of American Indian students completing STEM degrees, in large part by promoting and encouraging PBL activities campus-wide.Participating TCU faculty are incorporating PBL in at least one STEM course or program and exploring strategies for developing campus-wide PBL opportunities. The collaborating partners are working with AIHEC and expert consultants in PBL to develop and implement a culturally responsive PBL implementation and assessment strategy, building on the Indigenous Evaluation Framework developed by AIHEC for the evaluation of American Indian education programs.The project is building upon a collaborative multi-campus best practices dissemination model developed by AIHEC through a Walmart Foundation-funded project that identified and disseminated empirically-based methodologies for increasing the retention and graduation rates of students at Minority Serving Institutions (MSIs). This model is being used to disseminate evidence-based best practices in problem-based learning at the undergraduate level. The best practices are based in large part on a TCU-specific and culturally responsive adaptation of the PBL instructional model developed and implemented successfully by Navajo Technical College.The project is expanding the existing TCU community of practice focused on American Indian student retention and completion, helping to sustain an ongoing effort by AIHEC and the TCUs to identify and share best practices in promoting student success at TCUs. By significantly expanding the community of practitioners working with culturally-responsive implementations of problem-based learning and other student-centered learning models, the project is contributing to the knowledge base of culturally responsive implementations of PBL appropriate for American Indian and Native Alaskan STEM education programs.The project is sharing project outcomes and its dissemination model with the larger MSI community through AIHEC's close partnerships with the Hispanic Association of Colleges and Universities (HACU), the National Association for Equal opportunity in Higher Education (NAFEO), and the Asian Pacific Islander American Association of Colleges and Universities (APIAACU).