An Interdisciplinary Design Program: Incorporating Making and Design Thinking to Enhance Undergraduate STEM Education

在改进的本科生STEM教育：拉美裔服务机构(HSI计划)的支持下，这个Track 1项目旨在提高本科生对科学的兴趣，并保持对STEM计划的保留。它打算通过以项目为基础的学习活动丰富STEM课程来实现这一目标，这些活动向学生介绍制造和设计思维。该项目寻求通过皇后学院(HSI)和纽约科学馆(一家科学博物馆)之间的合作来建设教师能力。该项目将借鉴纽约科学馆在非正式学习方面的专业知识，该学院开发了一个框架，通过做出、发现和探索来加强STEM学习。该项目将收集证据，说明制造和设计思维如何提高学生对STEM的动机和兴趣，以及学生学习成绩的改善。该项目旨在扩大STEM学科中代表性不足的群体的参与，并有可能改变纽约皇后区多样化社区的科学兴趣。该项目旨在将基于项目的教学方法纳入确定的课程中，向学生介绍制作和设计思维。该项目将为STEM教师开发和支持一个学习社区，该社区将帮助教师获得如何最好地将设计思维、制作和使用MakerSpace设施融入他们的课程的专业知识。该项目旨在产生基于项目的学习的最佳实践，其中包括STEM课程中的制作和设计思维。此外，该项目还将研究制作和设计思维是否支持学生对STEM的动机信念和兴趣的改变，深化教师的教学实践，并促进机构间的互动。该项目对本科生的影响将使用与STEM成绩和坚持性相关的数据(来自机构记录)和动机认知的衡量标准(来自调查)进行调查。为了调查教师的参与和认知，以及对参与机构的影响，纵向混合方法设计将生成有关教师如何随着时间的推移对培训和支持做出反应的数据，以及长期活动如何导致复杂机构的变化。该项目将主办一个公共论坛，学生可以在论坛上展示或演示他们的项目，还将通过项目网站分享研究结果。其他传播工作将包括在QC Makerspace和课程网站上张贴的课程手册，在学术出版物和非正式学习从业者出版物上发表的论文，在STEM教育会议和纽约科学厅的公共活动上所做的演讲。HSI计划旨在加强本科生STEM教育和HSI的能力建设。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。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。

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 1 project aims to improve undergraduate student interest in science and retention in STEM programs. It intends to accomplish this goal by enriching STEM courses with project-based learning activities that introduce students to making and design thinking. The project seeks to build faculty capacity through a partnership between Queens College, an HSI, and the New York Hall of Science, a science museum. The project will draw from the expertise in informal learning of New York Hall of Science, which has developed a framework that enhances STEM learning through making, discovery, and exploration. The project will gather evidence about how making and design thinking lead to increased student motivation and interest in STEM, as well as improvements in academic outcomes for students. The project seeks to broaden the participation of underrepresented groups in STEM disciplines and has the potential to transform science interest within the diverse community of Queens in New York City.The project aims to incorporate project-based pedagogical approaches in identified courses to introduce students to making and design thinking. The project will develop and support a learning community for STEM faculty, which will help faculty acquire expertise in how to best incorporate design thinking, making, and the use of makerspace facilities into their courses. The project aims to generate best practices in project-based learning that includes making and design thinking in STEM courses. In addition, the project will examine whether making and design thinking supports changes in students' motivational beliefs and interest in STEM, deepens faculty pedagogical practices, and fosters inter-institutional interactions. The project's impact on undergraduate students will be investigated using data linked to STEM achievement and persistence (from institutional records) and measures of motivational perceptions (from surveys). To investigate faculty participation and perceptions, as well as impact on participating institutions, a longitudinal mixed methods design will generate data about how faculty respond over time to training and support, and about how long-term activities lead to change in complex institutions. The project will host a public forum where students can present or demo their projects and will also share findings through a project website. Other dissemination efforts will include course manuals posted on the QC Makerspace and course websites, papers published in both academic publications and informal learning practitioner publications, presentations given at STEM education conferences and at public events at the New York Hall of Science. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate new knowledge on how to achieve these aims.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.