Targeted Infusion Project: Prompting Effective Active Learning through Implementing Self-Regulated Learning Assessment in Diverse STEM Learning Settings

历史上的黑人学院和大学本科项目（HBCU- up）通过有针对性的输液项目支持基于证据的创新模式和方法的开发、实施和研究，以提高HBCU本科生的准备和成功，使他们可以攻读STEM研究生课程和/或职业。杰克逊州立大学的这个项目旨在通过提高非洲裔美国学生对自己学习复杂STEM科目的能力的认识，提高他们选择和使用认知和元认知策略的能力，监控他们的学习过程，并在学习努力中做出必要的调整，来提高他们在STEM领域的学习成绩和保留率。该项目的研究结果可用于为未来的实践和研究提供信息，以发展STEM教师的专业知识，并帮助学生获得自我调节的学习技能。该计划有以下三个目标：1)通过实施自主学习评估和与学习科学家一起参与教学社区，为STEM教师提供获得教育理论技能和知识的专业发展机会；2)为非裔美国学生提供多门STEM课程的刻意培训机会，通过在STEM课程中实施自主学习评估，提高他们有效管理STEM学习努力的技能，并加深对学科的理解；3)提供基于证据的数据，以证实所提出的教师专业发展模式和学生技能培养模式的有效性，并找出有助于从这两种模式中获得理想结果的因素。拟议的活动和战略以证据为基础，并以评价为指导。

The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) through Targeted Infusion Projects supports the development, implementation, and study of evidence-based innovative models and approaches for improving the preparation and success of HBCU undergraduate students so that they may pursue STEM graduate programs and/or careers. The project at Jackson State University seeks to improve African American students' academic performance and retention in STEM fields through enhancing their awareness of their own abilities to learn complex STEM subjects, improving their ability for selecting and using cognitive and metacognitive strategies, monitoring their learning process and making necessary adjustment in their learning efforts. The findings from the project can be used to inform future practice in and research on developing expertise of STEM faculty and assisting students to acquire self-regulated learning skills.The project has the following three objectives: 1) To provide STEM faculty members with professional development opportunities for obtaining skills and knowledge in educational theories through implementing the self-regulated learning assessment and by participating in a teaching community with learning scientists; 2) To provide African American students with deliberate training opportunities in multiple STEM courses for improving their skills for effectively managing their STEM learning efforts and obtaining a deeper understanding of the subject through implementing the self-regulated learning assessment in their STEM courses; and 3) To provide evidence-based data to confirm the effectiveness of proposed faculty professional development model and student skill training model and to identify factors that can facilitate obtaining desirable outcomes from the two models. The proposed activities and strategies are evidence-based and the implementation is guided by an evaluation.