Transforming Undergraduate Teaching and Learning Through Culturally Sustaining, Active, and Asset-Based Approaches to Introductory Science Courses
通过对科学入门课程进行文化维持、积极和基于资产的方法来转变本科教学
基本信息
- 批准号:1953760
- 负责人:
- 金额:$ 169.98万
- 依托单位:
- 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:2020-06-01 至 2025-05-31
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
With support from Improving Undergraduate STEM Education: Hispanic Serving Institutions (HSI program), this Track 1 project aims to increase diversity, inclusion, and retention in STEM. It will do so by transforming teaching and learning in introductory undergraduate science courses. Underrepresented students enter higher education and STEM fields with a wealth of cultural capital and resilience that supports their success in demanding and innovative disciplines. This project aims to leverage those assets through inclusive and affirming STEM learning opportunities that enhance undergraduate students' STEM identities. To this end, the project will implement teaching innovations within introductory science courses and create a faculty learning community committed to instructional transformation. The proposed course improvements have the potential to increase retention and graduation rates in STEM majors and to serve as a model for replication across the California State University system and other institutions.The goal of this project is to support undergraduate students, particularly Hispanic and other underrepresented minority students, during the first two years of college when attrition rates from STEM are highest. Project objectives include implementing teaching and learning experiences that cultivate community development, sense of belonging, and academic inclusivity in introductory science courses. The project’s research plan is designed to examine student experiences in introductory STEM courses and assess the pedagogical approaches that support STEM learning and STEM identity construction. This research can contribute new knowledge about the adaptability and sustainability of curricular reforms. Methodological approaches include both qualitative (e.g., student interviews) and quantitative (e.g., surveys; course statistics) data sources to holistically capture student experiences, learning, and identity trajectories along their undergraduate pathways. The project uses a novel approach to undergraduate course transformation that draws from both evidence-based and active learning approaches to STEM instruction, as well as culturally sustaining and asset-based pedagogy. Findings from this project have the potential to advance knowledge about and promote sustainable institutional improvements of undergraduate STEM education. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate 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.
在改善本科生STEM教育:西班牙裔服务机构(HSI计划)的支持下,这个Track 1项目旨在增加STEM的多样性、包容性和保留率。它将通过改变本科生科学入门课程的教与学来做到这一点。代表不足的学生进入高等教育和STEM领域时,拥有丰富的文化资本和韧性,支持他们在苛刻和创新的学科中取得成功。该项目旨在通过包容和肯定STEM学习机会来利用这些资产,增强本科生的STEM认同感。为此,该项目将在科学入门课程中实施教学创新,并创建一个致力于教学改革的教师学习社区。拟议的课程改进有可能提高STEM专业的保留率和毕业率,并成为加州州立大学系统和其他机构复制的典范。该项目的目标是在STEM流失率最高的大学头两年支持本科生,特别是西班牙裔和其他代表性不足的少数族裔学生。项目目标包括在科学入门课程中实施培养社区发展、归属感和学术包容性的教学经验。该项目的研究计划旨在检查学生在STEM入门课程中的经验,并评估支持STEM学习和STEM身份构建的教学方法。本研究可以为课程改革的适应性和可持续性提供新的认识。方法论方法包括定性(例如,学生访谈)和定量(例如,调查;课程统计)数据源,以全面捕获学生在本科阶段的经历、学习和身份轨迹。该项目采用了一种新的本科课程改革方法,借鉴了STEM教学的循证和积极学习方法,以及文化支持和以资产为基础的教学法。该项目的发现有可能促进对本科生STEM教育的可持续体制改进的了解和促进。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如何实现这些目标的知识。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。
项目成果
期刊论文数量(1)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Percent grade scale amplifies racial or ethnic inequities in introductory physics
百分比等级尺度放大了物理学入门课程中的种族或民族不平等
- DOI:10.1103/physrevphyseducres.18.020103
- 发表时间:2022
- 期刊:
- 影响因子:3.1
- 作者:Paul, Cassandra A.;Webb, David J.
- 通讯作者:Webb, David J.
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Cassandra Paul其他文献
Cassandra Paul的其他文献
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{{ truncateString('Cassandra Paul', 18)}}的其他基金
Agents of Change: Investigating How Partnerships between Faculty and Learning Assistants Enable Pathways for Sustainable Institutional and Classroom Transformation
变革的推动者:调查教师和学习助理之间的合作如何为可持续的机构和课堂转型提供途径
- 批准号:
2234071 - 财政年份:2023
- 资助金额:
$ 169.98万 - 项目类别:
Continuing Grant
Development of a classroom observation format and protocol to assess student participation and interactivity in undergraduate STEM courses
制定课堂观察格式和协议,以评估学生在本科 STEM 课程中的参与度和互动性
- 批准号:
1337069 - 财政年份:2013
- 资助金额:
$ 169.98万 - 项目类别:
Standard Grant
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