Collaborative Research: Numeracy Infusion for College Educators (NICE)

定量推理（QR），以涉及批判性思维技能的方式对数字和数据的情境化使用，对于明智的决策，职业发展和充分参与公民生活至关重要。大多数学生没有足够的机会学习个人和职业成功所需的QR技能，这种劣势在代表性不足的少数民族学生中尤为严重。为了满足这一需求，两个西班牙裔服务机构（HSI），霍斯莫尔社区学院和雷曼学院将实施一个专业发展（PD）项目，大学教育工作者的算术灌输（NICE），为这两个机构的24名教师沿着与布朗克斯社区学院教师（也是HSI）。该项目将建立在先前的工作中，教师们学会了如何将QR注入课程，从生物学，化学和数学，到非洲和非裔美国人的研究，历史和政治学。在项目的过程中，教师志愿者将参加为期10周的暑期强化课程或学年期间提供的10个月的课程。NICE项目将教教师如何（a）在其学科领域的背景下应用QR，（B）阐明QR学习的目标和目的，（c）将QR教学的最佳实践，（d）适应和实施注入QR课程教学的策略，以及（e）评估QR举措的有效性。在本科QR教学中已被证明有效的相同渐进式教学方法将用于在NICE计划中教授教师;具体而言，教师将使用真实世界的数据进行积极和协作学习。为了建立一个适应性强的模型，教师PD在QR，提供了一个延长学年的经验和更激烈的夏季只有经验之间的比较，项目组将集中在三个关键的研究问题：（1）如何NICE计划提高教师的QR教学能力？(2)NICE计划如何影响教师在课程教学中融入QR的努力？以及（3）教师参与NICE如何转化为纽约市立大学学生真实的QR学习收益？

Quantitative reasoning (QR), the contextualized use of numbers and data in a way that involves critical thinking skills, is essential for informed decision making, career advancement, and full participation in civic life. Most students do not have sufficient opportunities to learn the QR skills needed for personal and professional success, and this disadvantage is particularly acute among students from underrepresented minority populations. In response to this need, two Hispanic-Serving Institutions (HSIs), Hostos Community College and Lehman College will implement a professional development (PD) project, Numeracy Infusion for College Educators (NICE), for 24 faculty in those two institutions along with Bronx Community College faculty (also an HSI). The project will build on prior work in which faculty members learned how to infuse QR into courses ranging from biology, chemistry, and mathematics, to African and African-American studies, history, and political science.Over the course of the project, faculty volunteers will participate either in an intensive 10-week summer program or in a 10-month program offered during the academic year. The NICE project will teach faculty how to (a) apply QR within the context of their subject areas, (b) articulate QR learning goals and objectives, (c) incorporate best practices for teaching QR, (d) adapt and implement strategies for infusing QR into course instruction, and (e) assess the effectiveness of QR initiatives. The same progressive teaching methods that have proven effective in undergraduate QR instruction will be used to teach faculty within the NICE program; specifically, faculty will engage in active and collaborative learning using real-world data. Toward establishing an adaptable model for faculty PD in QR that offers a comparison between an extended academic year experience and a more intense summer-only experience, the project team will focus on three key research questions: (1) How does the NICE program enhance the QR teaching abilities of faculty? (2) How does the NICE program impact faculty efforts to infuse QR into their course instruction?; and (3) How does faculty participation in NICE translate into real QR learning gains among CUNY students?