Kilo Aina: Science of Place

Kilo Aina项目：地方科学是一个旨在发展机构基础设施和方案的项目，增加夏威夷土著人参与STEM方案的人数，并提高这些学生的教育成就和成就。通过将有效的STEM机构能力建设战略与荣誉夏威夷传统知识和价值观的文化相关实践相结合，该项目预计将：1）创建从K-12到Leeward社区学院的强大的学校和社区途径，使夏威夷土著学生及其家庭参与STEM学习和职业领域; 2）将本土和西方知识体系融入STEM课程，从而改善教学法和教学实践，增加本科生的研究经验和实习机会; 3）为即将入学的补习学生提供夏桥计划。由于这一努力，STEM专业的入学人数预计将从195人增加到312人，夏威夷原住民STEM专业的入学人数将从35人增加到77人。夏威夷原住民预计将在8个重新设计的看门人课程中展示70%以上的成功率（2.0或更高）。Kilo Aina夏桥计划预计将在项目过程中吸引多达50名学生。最后，每年毕业的夏威夷原住民STEM学生人数预计将从5人增加到20人，而每年转入4年制学位课程的夏威夷原住民STEM专业学生人数预计将从12人增加到48人。STEM课程中嵌入的土著知识对土著学生成绩的影响;以及基于文化的课程嵌入数学对补救学生改进的功效。

Project Kilo Aina: Science of Place is a project aimed at developing institutional infrastructure and programs that increase the number of Native Hawaiians engaged in STEM programs, and to increase these students' educational achievement and attainment. By combining effective STEM institutional capacity-building strategies with culturally relevant practices that honor traditional Hawaiian knowledge and values, the project is expected to: 1) create strong school- and community- based pathways from K-12 to Leeward Community College that engage Native Hawaiian students and their families in STEM fields of study and occupations; 2) integrate indigenous and Western knowledge systems into STEM curriculum that results in improvements to pedagogy and instructional practices and increased undergraduate research experiences and internships; and 3) provide a summer bridge program for incoming remedial students..As a result of this effort, the enrollment of STEM majors is projected to increase from 195 to 312, with Native Hawaiian enrollment in STEM majors increasing from 35 to 77. Native Hawaiians are projected to demonstrate success rates (a 2.0 or higher) above 70% in 8 redesigned gatekeeper courses. The Kilo Aina Summer Bridge Program is expected to engage up to fifty students over the course of the project. Finally, the number of Native Hawaiian STEM students graduating each year is projected to increase from 5 to 20, while the number of Native Hawaiian STEM majors who transfer to a 4-year degree program each year is projected to increase from 12 to 48.Project results will contribute to multiple areas of study such as indigenous knowledge and its intrinsic contribution to current STEM education; the impact of indigenous knowledge embedded in STEM curriculum on native student achievement; and the efficacy of a culture-based curriculum embedded with math on remedial student improvement.