Framing the Chemistry Curriculum

由内布拉斯加大学林肯分校领导的“构建化学课程”项目计划在内布拉斯加州印第安社区学院（NICC，一所部落学院）开发一个可持续的两学期化学课程序列。该课程旨在通过包括文化丰富的例子和现实生活中的应用，与美洲印第安人相关。可能的主题包括水和废水处理，密苏里州河流水质，有机农业，替代能源，民族植物学，蜂群衰竭失调和2型糖尿病。这些专题正在发展成为个案研究，研究结果将在教师讲习班和招生活动中传播。美国印第安学生在所有STEM领域的代表性不足。该提案提出了一个机会，并需要在NICC创建一个介绍性的化学课程序列，将传播到其他部落学院，包括附近的小牧师部落学院（LPTC）。 科学教育研究表明，科学课程通过纳入文化丰富的例子，与美洲印第安学生相关。为了在化学领域做到这一点，项目团队正在开发基于社区主题的案例研究，每个案例研究都与特定的实验室方法或测量相关联。实验室经验是模块化的，可用于各种课程。该项目通过开发一个涉及社区参与的可持续过程，推进和改善部落学院目前的STEM教育实践。学生学习如何通过涉及社区领导人，大学教师，大学生和社区外展的伙伴关系将社区感兴趣的主题与课程材料联系起来。这有利于学生的学习和深化现有的美洲原住民学生的知识和参与STEM领域。由此产生的材料和做法是适用于所有教育工作者寻求增加参与代表性不足的STEM groups.Broader ImpactsThis项目促进干学习的美洲原住民学生，以及学习化学教学通过研究这些学生？对继续注册化学课程的态度。 在社区相关主题和实验室练习之间建立深层联系的过程表明，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的群体中的个人接受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。方法和评估的结果产生了可衡量的成果，这些成果通过当地宣传、部落学院出版物和科学教育文献以及演示文稿用于向其他人提供信息

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