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

利用文化相关教学和微认证，在西班牙裔服务机构培养本科生 STEM 能力

• 批准号: 1953606
• 负责人: Ronald DeMara
• 金额: $ 183.12万
• 依托单位: The University of Central Florida Board of Trustees
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-01 至 2024-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1953606&HistoricalAwards=false
• 关键词: Building; Undergraduate; Capacity; STEM; Hispanic

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.

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项目旨在创建和分析一个支持性的综合系统，以建立本科生在HSI STEM领域的能力。该项目将支持STEM领域服务不足和代表性不足的个人，通过以下方式提高就业能力和在劳动力中的代表性：（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行辅导，以及（c）纳入微认证和行业实习。与文化相关的教学方法将被整合到跨多个STEM学科的本科核心课程中，每年可为约9，500名学生提供服务。该项目还旨在加强本科STEM教育，并在通常可能不会获得高水平资金的HSI中建立能力。为此，研究人员将通过每年举办的暑期培训研讨会等技术和教学交流活动，努力传播已开发的教学法。该项目旨在：（a）分析本科教师、研究生助教和同伴导师的文化相关培训对学习者成就、参与度和学位获得的影响;（B）采用和完善评估基础设施，以促进学生在HSIs的学习，保留，进步和毕业;（c）创建一个自动化的微认证工具，在发展学生自我效能的同时提供社区实习机会;以及（d）开发与文化相关的课程材料，以培训STEM教师、研究生助教和同侪导师。该项目将推进与STEM，同侪辅导和体验式学习机会（包括微认证）中与文化相关的教学活动相关的研究。本研究收集的数据包括以下量表：通用工程自我效能感量表（GESES），文化反应教学自我效能感量表（CRTSE）和文化反应教学成果期望量表（CRTOE）。此外，所有参与者的焦点小组和调查研究将提供强有力的信息，告知STEM教育利益相关者。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

项目成果

Developing a Culturally Relevant Instructional Approach Self-efficacy Scale

制定与文化相关的教学方法自我效能感量表

• 发表时间: 2023
• 期刊: Society for Information Technology & Teacher Education International Conference
• 作者: Campbell, L. O;Rujimora, J.;Laguardia, E.;DeMara, R.
• 通讯作者: DeMara, R.

Exploring the Student-to-Faculty Ratio and Degree Attainment in Florida

探索佛罗里达州的师生比例和学位获得情况

• DOI: 10.1177/15381927231172583
• 发表时间: 2023
• 期刊: Journal of Hispanic Higher Education
• 作者: Rujimora, James;Campbell, Laurie O.;DeMara, Ronald F.
• 通讯作者: DeMara, Ronald F.