Building Capacity: Polytechnic for All: STEM Undergraduate Success via an Inclusive Institution

改善本科生STEM教育：西班牙裔服务机构计划(HSI计划)旨在加强本科生STEM教育，并在HSIS建设能力。HSI计划支持的项目也将产生关于如何实现这些目标的新知识。首先，该项目将比较两种不同的动机干预对学生学习的影响。其次，该项目将为教师创造学习、设计和使用包容性实践的机会，包括主动学习。第三，该项目将研究以二年级工程课程为重点的同行主导的补充指导计划的影响。项目活动和成果可以促进我们对教师如何学习创建包容性课堂的理解。此外，该项目还可以说明不同的包容性方法对学生的学业成功、动机和幸福感的影响。该项目旨在促进创造包容性的课堂环境。该项目将采用两种激励性干预措施，旨在促进学生在关键的过渡课程中取得STEM成功。一种干预措施侧重于增加学生对内容相关性的理解；另一种干预措施是针对大学水平的STEM课程中的学生的社会归属感。教师专业发展努力的影响将通过混合方法进行检验，包括岗位前调查、教学策略清单和访谈。同伴主导的补充指导计划的影响将通过比较参加和不参加该计划的一组匹配的学生的结果来确定。该项目这一方面的衡量标准包括课程成绩、自我效能感、动机和内容知识。这个项目将产生关于如何实施包容性STEM教学改革的新知识，其基础是对导致学生在STEM中取得更大成功的动机和社会心理因素的理解。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

The Improving Undergraduate STEM Education: Hispanic-Serving Institutions Program (HSI Program) aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI program will also generate new knowledge about how to achieve these aims. This project at California State Polytechnic University, Pomona, will advance the aims of the HSI Program by developing and implementing a multi-faceted approach to enhance student learning and success in STEM. First, the project will compare the impact of two different motivational interventions on student learning. One intervention targets students' sense of how the course material is personally relevant or useful in their lives; the other intervention helps students realize that worries about belonging in college are normal, transient, and improve over time. Second, the project will create opportunities for faculty to study, design, and use inclusive practices, including active learning. Third, the project will study the impact of a peer-led supplemental instruction program focused on second-year engineering courses. The project activities and outcomes can advance our understanding of how faculty learn to create an inclusive classroom. Moreover, the project can illuminate the impact that different approaches to inclusiveness have on students' academic success, motivation, and well-being. This project aims to promote creation of inclusive classroom environments. The project will employ two motivational interventions that seek to promote student STEM success in critical transition courses. One intervention focuses on increasing students' understanding of how the content is relevant; the other targets students' sense of social belonging in college-level STEM courses. To assess the efficacy of the motivation interventions, the project will use randomized, controlled trials to determine how the two psychosocial treatments affect the academic success and well-being of students enrolled in first year physics and calculus courses. The impact of faculty professional development efforts will be examined with mixed methods approaches, including pre-post surveys, teaching strategies inventories, and interviews. The impact of the peer-led supplemental instruction program will be determined by comparing outcomes for a matched set of students who do and do not participate in the program. Measures for this facet of the project include course grades, sense of self-efficacy, motivation, and content knowledge. This project will generate new knowledge about how to implement inclusive STEM teaching reforms anchored in an understanding of motivation and social-psychological factors that lead to increased student success in STEM.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.