Collaborative Research: Numeracy Infusion for College Educators (NICE)

定量推理（QR），即以涉及批判性思维技能的方式对数字和数据进行情境化使用，对于知情决策、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突出。为了应对这一需求，两所西班牙裔服务机构（HSI）， Hostos社区学院和Lehman学院将为这两所机构的24名教师以及布朗克斯社区学院（也是HSI）的教师实施一项专业发展（PD）项目，即大学教育者的数学灌输（NICE）。该项目将以先前的工作为基础，在这些工作中，教师们学习了如何将QR融入生物、化学、数学、非洲和非裔美国人研究、历史和政治学等课程。在整个项目过程中，教师志愿者将参加为期10周的暑期强化课程，或者参加学年期间提供的为期10个月的课程。NICE项目将教授教师如何(a)在其学科领域的背景下应用QR， (b)阐明QR学习目标和目的，(c)纳入QR教学的最佳实践，(d)调整和实施将QR融入课程教学的策略，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渐进式教学方法将用于尼斯项目内的教师教学；具体来说，教师将使用真实世界的数据进行积极的协作学习。为了建立一个适用于QR中的教师PD模型，将延长学年的经验与更密集的夏季经验进行比较，项目团队将重点关注三个关键研究问题：(1)NICE计划如何提高教师的QR教学能力？(2) NICE项目如何影响教师在课程教学中引入QR的努力？(3)教师参与NICE如何转化为城市大学学生真正的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?