Kilo Aina: Science of Place

基洛艾纳项目：地点科学是一个旨在发展机构基础设施和项目的项目，以增加夏威夷原住民参与STEM项目的数量，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尊重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到背风社区学院的强大学校和社区基础途径，吸引夏威夷原住民学生及其家庭参与STEM领域的学习和职业；2)将本土和西方知识系统整合到STEM课程中，从而改进教学法和教学实践，增加本科生的研究经验和实习机会；3)为即将到来的补习班学生提供夏季桥梁计划。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，夏威夷原住民的STEM专业入学人数将从35人增加到77人。夏威夷原住民预计将在8门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）。基洛艾纳夏季桥梁项目预计将在整个项目过程中吸引多达50名学生。最后，每年毕业的夏威夷本土STEM学生人数预计将从5人增加到20人，而每年转学到四年制学位课程的夏威夷本土STEM专业学生人数预计将从12人增加到48人。项目成果将有助于多个领域的研究，如本土知识及其对当前STEM教育的内在贡献；STEM课程中嵌入的本土知识对本土学生成绩的影响；以及嵌入数学的文化基础课程对补习学生进步的效果。

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.