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生计划（HBCU-UP）通过有针对性的输液项目支持开发，实施和基于证据的创新模式和方法的研究，以提高HBCU本科生的准备和成功，使他们可以追求STEM研究生课程和/或职业。杰克逊州立大学的项目旨在提高非裔美国学生在STEM领域的学习成绩和保留率，方法是提高他们对自己学习复杂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，监测他们的学习过程，并在他们的学习努力中做出必要的调整。该项目的研究结果可用于未来发展STEM教师专业知识和帮助学生获得自主学习技能的实践和研究。该项目有以下三个目标：1）为STEM教师提供专业发展机会，通过实施自我教育，获得教育理论方面的技能和知识。规范的学习评估，并与学习科学家一起参与教学社区;（二）为非洲裔美国学生提供多个STEM课程的精心培训机会，以提高他们有效管理STEM学习工作的技能，并更深入地了解3）提供实证数据，以确定建议的教师专业发展模式和学生技能培训模式的成效，并找出有助两个模式取得理想成果的因素。拟议的活动和战略以证据为基础，执行工作以评价为指导。

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.