Broadening Participation Research Project: Investigating the Integration of Mathematics into Biology by Reciprocal Course Content Exchange

扩大参与研究项目：通过互惠课程内容交换研究数学与生物学的融合

• 批准号: 1719262
• 负责人: Qingxia Li
• 金额: $ 30.97万
• 依托单位: Fisk University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-01 至 2022-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1719262&HistoricalAwards=false
• 关键词: Broadening; Participation; Research; Project; Investigating

Fisk University and Tennessee State University are using the Intrusive Learning Community approach to test a theoretical model of factors that influence students to switch from STEM to non-STEM disciplines. Researchers propose to use the Performance Pyramid to develop measures that examine the effectiveness of two interventions - a combined section of college algebra and general biology that infuses math into the science curriculum and a learning community to complete mathematics projects related to biology facilitated by undergraduate peer mentors called Peer Partnership Learning (PPL) leaders. The objectives of the learning community are to promote interdisciplinary thinking and problem solving, decrease student mathematics anxiety, encourage students to pursue STEM coursework, and increase student self-efficacy and persistence in STEM. The PPL leaders in the learning community will form supportive networks and enhance learning and personal development of student participants. The proposed study is expected to provide important insights to guide STEM education and increase the pipeline of African American students who pursue STEM graduate education and careers.Researchers will use a quasi-experimental non-equivalent control group design to test a multi-faceted hypothesis. The hypothesis states that students who participate in the PPL leaders-focused learning community will demonstrate greater knowledge and skills in their STEM courses; that the conceptual elements of the performance pyramid can be quantified; that PPLs will endorse more performance pyramid support systems; that students will evaluate the learning community positively; and that participants will show higher show higher STEM retention and persistence. Conversely, researchers postulate that the number of STEM students who switch to non-STEM disciplines will be reduced among participants in the small learning communities, and the level of math anxiety will significantly decrease upon completion of the integrated course. The researchers will develop the course materials for intrusive learning and the survey to measure the support system in the Performance Pyramid model. They will use a combination of multivariate analyses of variance, Poisson regressions, structural equation modeling, Pearson's correlations, and descriptive statistics to analyze the research data. They also intend to organize a faculty development workshop to encourage more STEM faculty to integrate learning communities in teaching.

菲斯克大学和田纳西州立大学正在使用侵入式学习社区方法来测试影响学生从STEM转向非STEM学科的因素的理论模型。 研究人员建议使用绩效金字塔来制定措施，以检查两种干预措施的有效性-大学代数和普通生物学的组合部分，将数学注入科学课程和学习社区，以完成与生物学相关的数学项目，由称为同伴伙伴关系学习（PPL）领导者的本科生同伴导师提供便利。 学习社区的目标是促进跨学科思维和解决问题，减少学生的数学焦虑，鼓励学生追求STEM课程，提高学生的自我效能和坚持STEM。学习社区的PPL领导者将形成支持网络，并加强学生参与者的学习和个人发展。这项拟议中的研究预计将提供重要的见解，以指导STEM教育，并增加追求STEM研究生教育和职业的非洲裔美国学生的管道。研究人员将使用准实验非等效控制组设计来测试多方面的假设。 该假设指出，参加PPL领导者为中心的学习社区的学生将在他们的STEM课程中展示更多的知识和技能;绩效金字塔的概念要素可以量化; PPL将支持更多的绩效金字塔支持系统;学生将积极评价学习社区;参与者将表现出更高的STEM保留率和持久性。 相反，研究人员假设，在小型学习社区的参与者中，转向非STEM学科的STEM学生数量将减少，并且在完成综合课程后，数学焦虑水平将显着降低。 研究人员将开发侵入式学习的课程材料和测量绩效金字塔模型中支持系统的调查。他们将使用多变量方差分析，泊松回归，结构方程模型，皮尔逊相关系数和描述性统计的组合来分析研究数据。 他们还打算组织一个教师发展研讨会，以鼓励更多的STEM教师将学习社区融入教学。

项目成果

Applying the Performance Pyramid Model in STEM Education

绩效金字塔模型在STEM教育中的应用

• 发表时间: 2021
• 期刊: Journal of STEM education: Innovations and Research
• 作者: Li, Qingxia;Gross, Thomas;McCarroll, Patricia
• 通讯作者: McCarroll, Patricia

Applying Performance Pyramid Model in STEM Education through Peer-led Learning Communities

通过同伴主导的学习社区将绩效金字塔模型应用于 STEM 教育

• 发表时间: 2019
• 期刊: International journal of innovation and research in educational sciences
• 作者: Li, Qingxia;Gross, Thomas;McCarroll, Patricia
• 通讯作者: McCarroll, Patricia

Preliminary outcomes from a learning community to increase biology course knowledge

学习社区增加生物学课程知识的初步成果

• DOI: 10.1080/00219266.2021.1909639
• 发表时间: 2021
• 期刊: Journal of Biological Education
• 影响因子: 1.1
• 作者: Gross, Thomas J.;Li, Qingxia;McCarroll, Patricia
• 通讯作者: McCarroll, Patricia

Pilot Study to Develop an Augmented Student Support Needs Scale to Address the Needs of HBCU Students

开发增强型学生支持需求量表以满足 HBCU 学生需求的试点研究

• DOI: 10.7709/jnegroeducation.88.3.0213
• 发表时间: 2019
• 期刊: The Journal of Negro education
• 作者: Gross, Thomas;Li, Qingxia;Lockwood, Adam
• 通讯作者: Lockwood, Adam