Building Capacity for Student Success in Science and Math: Culturally Responsive Teaching and Professional Engagement

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1项目旨在将文化相关的教学方法纳入生物学，数学和物理学的学士学位课程。这些学科有充分的机会来改善来自不同人群的本科STEM学生的招聘和教育。德克萨斯路德大学是一所小型的文科HSI，旨在提高STEM学生在这些学科中的保留，坚持和成功。 为了实现这一目标，该项目将采用一种综合方法，将教师发展与文化相关的教学、STEM学生早期参与教师指导的研究、外展经验和家庭参与相结合。 该项目将研究的假设，从事学生在早期的研究经验将增加保留，毕业和毕业后的职业成功。该项目旨在提高学习成绩，增加获得STEM学位的本科生人数，特别是来自代表性不足群体的学生。该项目的重点是从高中到严格的学院或大学STEM学位课程的关键过渡。该项目计划通过将STEM课程与文化相关教学法的原则（包括身份形成、社会正义和公平以及对文化偏见和障碍的理解）相结合，提高学生在这一转变中的成功率。该项目将研究这种整合对STEM本科学生保留和成功的影响。定量和定性的数据将进行分析，以了解课程，课外和课外干预的保留和毕业的影响。 预计这些结果将确定非常有效的实践组合，以提高学生在STEM学科的参与，持久性和成功，并关注来自代表性不足群体的学生。数据收集方法将包括调查、焦点小组、访谈和机构指标审查。参与该项目干预措施的参与者和未参与学生的比较数据将用于分析，目的是确定影响学生认识论和身份发展的相关性和可能的因果关系，以及他们在STEM中的整体成功。该项目希望其学生支持模式可以被其他打算提高STEM学生成功率的机构使用或调整。这项工作的发现和见解有可能产生关于如何将不同的学生纳入科学职业以及如何提高所有学生的文化意识的知识。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。

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI) Program, this Track 1 project aims to incorporate culturally relevant teaching methods into baccalaureate degree programs in Biology, Mathematics, and Physics. These disciplines have well-documented opportunities to improve recruitment and education of undergraduate STEM students from diverse populations. Texas Lutheran University, a small liberal arts HSI, aims to increase STEM students’ retention, persistence and success in these disciplines. To achieve this aim, the project will use an integrated approach that combines faculty development in culturally relevant teaching, early engagement of STEM students in faculty-mentored research, outreach experiences, and family engagement. The project will examine the hypothesis that engaging students in early research experiences will increase retention, graduation, and post-graduation career success. The project seeks to improve the academic performance and increase the number of undergraduate students who earn STEM degrees, particularly students from underrepresented groups. The project focuses on the critical transition from high school into rigorous college or university STEM degree programs. The project plans to improve success of students through this transition by integrating STEM curricula with the tenets of culturally relevant pedagogy, including identity formation, social justice and equity, and understanding of cultural biases and barriers. The project will study the effect of this integration on STEM undergraduate student retention and success. Quantitative and qualitative data will be analyzed to understand the influence of curricular, co- curricular, and extracurricular interventions on retention and graduation. It is anticipated that these results will identify highly effective combinations of practices for improving participation, persistence, and success of students in STEM disciplines, with attention to students from underrepresented groups. Data collection methods will include surveys, focus groups, interviews, and review of institutional metrics. Comparative data from participants involved in the project’s interventions and non-participating students will be used for analysis, with the goal of identifying correlations and possible causative relationships that impact students’ epistemological and identity development, and their overall success in STEM. The project expects that its model of student supports can be used or adapted by other institutions that intend to increase STEM student success. The findings and insights from this work have the potential to generate knowledge about how to include diverse students in science careers and also about how to increase the cultural awareness of all students. 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.