Building Undergraduate Capacity in STEM at a Hispanic Serving Institution utilizing Culturally-Relevant Instruction with Micro-Credentialing

在改善本科STEM教育：西班牙裔服务机构（HSI计划）的支持下，本项目旨在创建和分析一个支持性的综合系统，以培养HSI本科生在STEM领域的能力。该项目将通过(a)培训高等教育STEM教师和研究生助教，采用与文化相关的教学方法，(b)数字化评估和增加学生的同伴辅导，以及(c)纳入微型证书和行业实习，支持STEM领域服务不足和代表性不足的个人，提高就业能力和在劳动力中的代表性。与文化相关的教学方法将被整合到跨越多个STEM学科的本科核心课程中，每年为大约9500名学生提供服务。该项目还旨在加强本科STEM教育，并在通常可能得不到高水平资助的hsi建立能力。为此目的，调查人员将通过技术和教学交流活动，包括每年举办一次夏季培训讲习班，努力推广已开发的教学法。该项目旨在：(a)分析与文化相关的培训对本科生教师、研究生助教和同伴导师的影响，这些培训与学习者成就、参与度和学位获得有关；(b)采用并完善评估基础设施，以促进学生在hsi的学习、保留、晋升和毕业；(c)创建一个自动化的微型证书工具，在培养学生自我效能的同时提供社区实习机会；(d)开发与文化相关的课程材料，以培训STEM教师、研究生助教和同伴导师。该项目将推进与STEM文化相关的教学活动、同伴辅导和体验式学习机会（包括微型证书）相关的研究。本研究收集的数据包括：通用工程自我效能量表（GESES）、文化响应性教学自我效能量表（CRTSE）和文化响应性教学结果期望量表（CRTOE）。此外，所有参与者的焦点小组和调查研究将为STEM教育利益相关者提供可靠的信息。该奖项反映了美国国家科学基金会的法定使命，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 create and analyze a supportive comprehensive system to build undergraduate student capacity in STEM fields at HSIs. The project will support underserved and underrepresented individuals in STEM to increase employability and representations in the workforce by (a) training higher-education STEM faculty and graduate teaching assistants in culturally-relevant instructional approaches, (b) digitizing assessments and increasing peer-tutoring for students, and (c) incorporating micro-credentialing and industry internships. The culturally-relevant instructional approach will be integrated into undergraduate core courses spanning multiple STEM disciplines for delivery of approximately 9,500 students annually. This project also aims to enhance undergraduate STEM education and build capacity at HSIs that typically may not receive high levels of funding. To this end, the investigators will work to transport the developed pedagogy through technical and instructional exchange activities including a summer training workshop conducted annually.The project aims to: (a) analyze the impact of culturally-relevant training for undergraduate faculty, graduate teaching assistants, and peer mentors related to learner achievement, engagement, and degree attainment; (b) employ and refine an assessment infrastructure to promote student learning, retention, advancement, and graduation at HSIs; (c) create an automated micro-credentialing tool that would provide access to community internships while developing student self-efficacy; and (d) develop culturally-relevant curricular materials to train STEM faculty, graduate teaching assistants, and peer tutors. The project will advance research related to culturally-relevant instructional activities in STEM, peer-tutoring, and experiential learning opportunities inclusive of micro-credentialing. Data collected in this research includes the following scales: General Engineering Self-Efficacy Scale (GESES), Culturally Responsive Teaching Self-Efficacy (CRTSE), and Culturally Responsive Teaching Outcome Expectancy (CRTOE). Additionally, focus groups and survey research of all participants will provide a robust information to inform STEM educational stakeholders.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.