Testing the Impact of Culturally Responsive Pedagogy and Streamline Transfer Support on STEM Success for Underrepresented Students

测试文化响应式教学法和简化转学支持对代表性不足的学生 STEM 成功的影响

基本信息

项目摘要

TITLE: Testing the Impact of Culturally Responsive Pedagogy and Streamline Transfer Support on STEM Success for Underrepresented StudentsWith the support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 2 project will examine whether the combined impact of Culturally Responsive Pedagogy (CRP) in STEM, coupled with the removal of structural barriers for transfer, will result in the repair of the STEM pipeline for underrepresented talent. Our nation must discover innovative answers for numerous crises of well-being: food, water, energy, and health, to name a few. These solutions will require future-focused, creative thinking, achievable only if we are educating a diverse STEM workforce. The percentage of high school graduates who plan to major in STEM at a 2-year institution is rising, demonstrating growth for the high school-to-community college pipeline. Yet, even as community college STEM enrollment is increasing, degree completion remains persistently low for underrepresented students. This project posits that CRP, alongside strategic transfer supports, is the answer. The project will build on emerging literature, which argues that CRP is critical at the K-12 level to engage underserved students in STEM academic experiences. The project will also build upon recent studies which indicate that diversity in the STEM pipeline cannot be achieved without repairing the “leak” between 2-year and 4-year colleges. This project will jointly leverage these evidence-based insights to explore whether CRP’s advantages can be scaffolded across from K-12 to repair the STEM pipeline’s most critical transition, from 2- to 4-year schools. The research intervention for this project will fill a critical gap in our national understanding of community college-to-baccalaureate STEM persistence by testing the combined impact of CRP and streamlined transfer support structures for underserved students. This research will generate a new evidence basis for strategies to drastically improve STEM education for underrepresented students. Furthermore, the project will test and implement an inclusive, equity-driven model of community college STEM success to serve as an exemplar in higher education. Lessons will be disseminated nationwide through conference presentations and publication in peer-reviewed journals, with a promise to inform effective tactics and practices that will lead to increased success for underrepresented students while meeting the urgent national challenge of STEM workforce inclusivity. Recognizing that underrepresented, low-income, and first-generation college students will be the leaders and innovators of the next-generation STEM workforce, this project is designed to generate the groundbreaking knowledge that enables both their future and the nation’s long-term prosperity. This 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.
标题:测试文化响应式教学法和简化传输支持对代表性不足的学生STEM成功的影响在改善本科STEM教育的支持下:西班牙裔服务机构(HSI计划),这个轨道2项目将研究是否在STEM的文化响应式教学法(CRP)的综合影响,加上消除结构性障碍的转移,这将导致为代表性不足的人才修复STEM管道。我们的国家必须为众多的福祉危机找到创新的答案:食品,水,能源和健康,仅举几例。这些解决方案将需要以未来为中心的创造性思维,只有当我们教育多元化的STEM劳动力时才能实现。计划在两年制大学主修STEM的高中毕业生比例正在上升,这表明高中到社区大学的管道正在增长。然而,即使社区大学STEM入学人数不断增加,但对于代表性不足的学生来说,学位完成率仍然很低。该项目认为,CRP与战略转移支持一起是答案。该项目将建立在新兴文献的基础上,这些文献认为CRP在K-12水平上对于让服务不足的学生参与STEM学术体验至关重要。该项目还将以最近的研究为基础,这些研究表明,如果不修复2年制和4年制大学之间的“漏洞”,就无法实现STEM管道的多样性。该项目将共同利用这些基于证据的见解,探索CRP的优势是否可以从K-12延伸到修复STEM管道最关键的过渡,从2年到4年制学校。该项目的研究干预将通过测试CRP和简化的转学支持结构对服务不足学生的综合影响,填补我们国家对社区大学到学士学位STEM持续性的理解的关键空白。这项研究将为大幅改善代表性不足的学生的STEM教育战略提供新的证据基础。此外,该项目将测试和实施社区学院STEM成功的包容性,公平驱动的模式,以作为高等教育的典范。课程将通过会议演讲和在同行评审期刊上发表在全国范围内传播,并承诺为有效的策略和实践提供信息,这将导致代表性不足的学生取得更大的成功,同时应对STEM劳动力包容性的紧迫国家挑战。认识到代表性不足,低收入和第一代大学生将成为下一代STEM劳动力的领导者和创新者,该项目旨在产生开创性的知识,使他们的未来和国家的长期繁荣。该HSI计划旨在加强本科STEM教育并建立HSI的能力。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。该奖项反映了NSF的法定使命,并通过使用基金会的知识价值和更广泛的影响审查标准进行评估,被认为值得支持。

项目成果

期刊论文数量(2)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Research in the Classroom: Introducing Nanomaterials at a Two-Year College
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Niesha Ziehmke其他文献

Using Formative Assessment and Self-Regulated Learning to Help Developmental Mathematics Students Achieve: A Multi-Campus Program.
使用形成性评估和自我调节学习来帮助发展数学学生实现:多校区计划。
  • DOI:
  • 发表时间:
    2014
  • 期刊:
  • 影响因子:
    0
  • 作者:
    J. Hudesman;Sara Crosby;Niesha Ziehmke;H. Everson;Sharlene Issac;B. Flugman;B. Zimmerman;Adam Moylan
  • 通讯作者:
    Adam Moylan

Niesha Ziehmke的其他文献

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