Targeted Infusion Project: Overcoming the Mathematics Barrier

历史上的黑人学院和大学本科生计划（HBCU-UP）通过有针对性的输液项目支持开发，实施和基于证据的创新模式和方法的研究，以提高HBCU本科生的准备和成功，以追求STEM研究生课程和/或职业。LeMoyne-Owen College建议通过在其数学课程中使用被称为“ALEKS”（代表知识空间中的评估和学习）的智能自适应软件（iALS）来提高学生的数学成绩。 该项目与全国各地的其他努力一致，这些努力旨在创新数学课程的交付，并提高学生的成绩，从而增加在这些领域通常代表性不足的STEM学者的数量。 它将提供深入了解iALS在HBCU的影响。 该项目的目标是三个入门数学课程，在该机构的所有学生采取。 如果成功，该项目将成为降低数学课程学生流失率的重要组成部分，并最终提高STEM专业学生的数量，并获得STEM学位。 该项目的目标是通过利用基于技术的主动学习数学干预措施来提高LeMoyne-Owen College学生的数学课程通过率。 实现总体目标的三个目标是：（1）提高数学补习班的平均通过率（数学011）在三年内比基线高出20%;（2）创建一个吸引人的系统，以支持那些进入大学的学生，他们对大学水平的数学准备不足;以及（3）在三年内通过大学代数将大一STEM数学专业的保留率提高20%。 PI将采用循证学习教学法到数学课程，使用ALEKS作为一个安置工具，并作为一个积极的学习策略，在选定的数学课程。现有的计算机实验室将被重新设计，并指定为ALEKS实验室，学生可以得到训练有素的同行导师的帮助。教师将可以访问实时数据，通过ALEKS仪表板监控学生的进度，并能够自定义他们的上课时间，以满足最关键的需求。学生将能够通过增强的，介绍性的数学课程，并有可能在两个学期完成三门数学课程。此外，学生将在大一之前的夏天获得ALEKS安置工具。总而言之，该项目有望对那些在STEM领域代表性不足的学生产生积极影响，并最终增加来自服务不足人群的STEM学者数量。该奖项反映了NSF的法定使命，并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，被认为值得支持。

The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) through Targeted Infusion Projects supports the development, implementation, and study of evidence-based innovative models and approaches for improving the preparation and success of HBCU undergraduate students to pursue STEM graduate programs and/or careers. LeMoyne-Owen College proposes to enhance the performance of its students in mathematics by utilizing the intelligent adaptive software (iALS) known as “ALEKS” (which stands for Assessment and Learning in Knowledge Spaces) in its mathematics courses. The project is in line with other efforts across the nation that aim to innovate the delivery of mathematics courses and effect improved student performance that translates to increase numbers of STEM scholars who are typically underrepresented in those fields. It will provide insight into the impact of iALS at HBCUs. The project targets three introductory math courses that are taken by all students at the institution. If successful, this project will be integral to reducing the student attrition rate in math courses, and ultimately improve the numbers of STEM majors who are retained and graduate with STEM degrees. The goal of this project is to increase passing rates of LeMoyne-Owen College’s students who enroll in mathematics courses by utilizing technology-based, active learning math interventions. The three objectives that will accomplish the overall goal are as follows: (1) to increase the average pass rates for the remedial math course (MATH 011) by 20% above the baseline over three years; (2) to create an engaging system to support students who enter college underprepared for college level mathematics; and (3) to increase retention rates of freshmen STEM majors in mathematics through College Algebra by 20% above the baseline over three years. The PIs will adopt evidence-based learning pedagogy into the mathematics curriculum using ALEKS as both a placement tool and as an active learning strategy in the selected math courses. An existing computer lab will be redesigned and designated as the ALEKS lab where students can receive assistance from trained peer tutors. Faculty will have access to real-time data to monitor student progress through the ALEKS dashboard and be able to customize their class-times to address the most critical needs. Students will be able to self-pace through the enhanced, introductory math courses, and potentially complete three math courses in two semesters. Additionally, students will be provided access to the ALEKS placement tool during the summer prior to their freshman year. In sum, the project promises to positively impact students who are typically underrepresented in STEM fields, and ultimately increase the number of STEM scholars from underserved populations.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.