EAGER: Implementing Active Learning Strategies in Two-Year Hispanic-Serving Institutions: Impacts on Faculty Change and Student Success in STEM Courses

我们生活中许多方面的进步都依赖于拥有高技能、专业的STEM劳动力。令人遗憾的是，大约40%的学生在开始本科学习时打算攻读STEM专业，但没有完成STEM学位。然而，STEM教育研究的最新进展令人信服地表明，通过利用积极让学生参与课程的教学方法，学生的成功率可以显著提高。由于国家人口结构的变化，STEM教育界还必须努力吸引来自不同背景和出身的学习者，以进一步确保为国内劳动力提供足够的STEM人才。考虑到西班牙裔公民和永久居民的人口增长率超过所有其他种族和族裔群体，该项目将重点关注位于加利福尼亚州圣地亚哥和帝国县的两年制西班牙裔服务机构（2Y-HSIs）的STEM教育问题。具体而言，本研究将调查影响STEM教师在2 - y - hsi中实施主动学习策略的因素，以及主动学习如何影响课堂上的学生。本项目将为参与2y - hsi的20名STEM教师进行能力建设专业发展的STEM教育研究。研究重点主要有两个方面，一是探索影响教师改变教学方法的因素，二是研究新建立的积极学习环境如何影响学生的成功。该项目将有助于建立y - hsi教学变革策略和主动学习的知识库，这些机构在全国越来越重要。在这个为期两年的项目中，每年将有10名来自2y - hsi的STEM教师参加由加州大学圣地亚哥分校从事式教学中心提供的为期三天的课程设计工作室。参与者将重新设计他们的STEM课程，并在首席研究员和加州大学圣地亚哥分校研究生项目团队的后续支持下，实施重新设计的课程并对其影响进行评估。研究生将完成3-4门本科课程的教学和研究生教学见习。这项研究的结果将通过当地的研讨会传播，这些研讨会将召集2Y-HSI的教师和管理人员与加州大学圣地亚哥分校和德克萨斯大学奥斯汀分校的合作者，以及更广泛的会议、会议和有针对性的学术期刊。

Advances in many aspects of our lives rely on having a highly skilled, professional workforce in STEM. Regrettably, approximately 40% of students who begin their undergraduate studies intending to pursue a STEM major do not complete a STEM degree. However, recent developments in STEM education research have demonstrated convincingly that student success rates can be significantly improved by utilizing instructional methods that actively engage students in their courses. Due to evolving national demographics, the STEM education community must also strive to engage learners from diverse backgrounds and origins to further ensure a sufficient supply of STEM talent for the domestic workforce. Considering that the population growth rate of Hispanic citizens and permanent residents outpaces all other racial and ethnic groups, this project will focus on STEM education issues in two-year Hispanic-serving institutions (2Y-HSIs) located in California's San Diego and Imperial Counties. Specifically, this research will investigate factors that influence the implementation of active learning strategies by STEM instructors in 2Y-HSIs and how the active learning impacts the students in their classrooms.This project will conduct STEM education research on capacity-building professional development efforts for 20 STEM instructors from participating 2Y-HSIs. The research foci will be primarily two-fold, exploring factors that influence instructors to change their teaching methods, and examining how the newly-established active learning environments impact student success. This project will contribute to the knowledge base about instructional change strategies and active learning in 2Y-HSIs, which are institutions of increasing national importance. During each year of the two-year project, 10 STEM instructors from the 2Y-HSIs will participate in a three-day Course Design Studio offered by the Center for Engaged Teaching at UC San Diego. The participants will redesign their STEM courses and, with follow-up support from the project team of Principal Investigators and UC San Diego graduate students, implement the redesigned courses and conduct assessments of their impacts. The graduate students will have completed a set of courses in teaching and learning and graduate teaching apprenticeships in 3-4 undergraduate courses. Results from the research will be disseminated through local symposia that convene 2Y-HSI instructors and administrators with UC San Diego and UT Austin collaborators, along with broader-ranging meetings, conferences and targeted scholarly journals.