Framing the Chemistry Curriculum

该项目名为“制定化学课程”，由内布拉斯加州大学林肯分校领导，计划在内布拉斯加州印第安人社区学院(NICC，一所部落学院)制定可持续的两学期化学课程序列。这门课程的设计是为了与美国印第安人相关，包括丰富的文化范例和现实生活中的应用。可能的主题包括水和废水处理、密苏里河水质、有机农业、替代能源、民族植物学、蜂群崩溃障碍和2型糖尿病。这些主题正在发展为案例研究，其结果将在教员研讨会和招生活动中传播。智力价值美国印度学生在所有STEM领域的代表性都很低。这项提议解决了在NICC创建化学入门课程序列的机会和必要性，并将其传播给其他部落学院，包括附近的小牧师部落学院(LPTC)。科学教育研究表明，通过包含丰富的文化范例，科学课程与美国印第安人的学生相关。为了在化学领域做到这一点，项目组正在基于社区主题开发案例研究，每个案例研究都与特定的实验室方法或测量方法有关。实验经验是模块化的，可用于各种课程。该项目通过制定一个涉及社区参与的可持续进程，推动和改进了部落大学目前的STEM教育实践。学生学习如何通过社区领导人、大学教师、大学生和社区外展的伙伴关系，将社区感兴趣的话题与课程材料联系起来。这促进了学生的学习，加深了现有的美洲原住民学生在STEM领域的知识和参与。由此产生的材料和实践适用于所有寻求增加代表不足的STEM群体参与的教育工作者。布罗德影响该项目促进美国原住民学生的STEM学习，并通过研究这些学生来了解化学教学？对继续修读化学课程的态度。在社区相关主题和实验室练习之间建立深度联系的过程展示了如何将社区学院的使命与科学联系起来，以吸引和留住其他代表性不足群体的个人参加STEM教育--导致更多的学生在STEM领域接受高等教育，以及更多样化和更强大的STEM劳动力队伍。方法和评估的结果导致可衡量的结果，用于通过当地宣传、部落学院和科学教育文献的出版物和演示文稿向他人提供信息。

The project, "Framing the Chemistry Curriculum," led by the University of Nebraska-Lincoln, plans to develop a sustainable two-semester chemistry course sequence at Nebraska Indian Community College (NICC, a tribal college). The course is being designed to be relevant to American Indians by including culturally rich examples and real-life applications. Possible topics include water and wastewater treatment, Missouri River water quality, organic farming, alternative energy, ethnobotany, honey bee colony collapse disorder, and Type 2 diabetes. These topics are being developed into case studies, the findings of which will be disseminated at faculty workshops and enrollment campaigns. Intellectual MeritAmerican Indian students are underrepresented in all STEM fields. This proposal addresses an opportunity and a need to create an introductory chemistry course sequence at NICC, to be disseminated to other tribal colleges, including nearby Little Priest Tribal College (LPTC). Science education studies have shown that science courses are made relevant to American Indian students through the inclusion of culturally rich examples. To do this for chemistry, the project team is developing case studies based on community topics, each of which is linked to specific laboratory methods or measurements. The laboratory experiences are modular for use in a variety of courses. This project advances and improves current STEM education practices at tribal colleges by developing a sustainable process that involves community engagement. Students learn how to connect topics of interest to the community to curricular materials by way of a partnership that involves community leaders, college faculty, college students, and community outreach. This facilitates student learning and deepens existing Native American student knowledge and engagement in STEM fields. The resulting materials and practices are applicable to all educators seeking to increase participation of underrepresented STEM groups.Broader ImpactsThis project promotes STEM learning by Native American students, as well as learning about chemistry instruction by studying these students? attitudes toward continued enrollment in chemistry courses. The process for making deep connections between community-relevant topics and laboratory exercises shows how to connect the mission of community colleges to the sciences in a way that attracts and retains individuals from other underrepresented groups to STEM education - leading to more students pursuing higher education in STEM fields and a more diverse and stronger STEM workforce. The results of the methodology and assessment lead to measurable outcomes that are used to inform others through local outreach, publications in tribal college and science education literature, and presentations