Anti-Deficit Learning and Teaching: A Community Learning Project Centering Race, Gender, and Mathematics

这个项目在亚利桑那大学，西班牙裔服务机构，旨在通过改变本科数学教学服务于国家利益。 它打算通过创造积极的学习环境来支持所有学生，特别是那些来自STEM中尚未公平代表的群体的学生。作为一个机构和社区转型项目，它将汇集本科生，STEM同侪导师，数学研究生和教学教师，以支持彼此的学习。项目组成部分包括基于探究的学习和反赤字教学研讨会，夏季桥梁Precalculus和微积分研讨会，关于STEM中种族和性别的关键对话，教师学习社区和教师领导的学生访谈。 对反赤字教学法的关注回应了STEM教师专业发展的迫切需要，该专业发展涉及与种族和性别有关的问题。预期的项目成果包括教师的教学实践、他们对学生的看法以及他们对如何挑战系统性不平等的理解的转变。该项目响应了对基于社区的专业发展计划的研究的迫切需要，这些计划优先考虑来自STEM代表性不足的人口的本科生。该项目的研究计划将调查社区学习过程对教师教学的影响。基于设计的研究方法和过程评估将支持项目活动的实施，并询问关键的设计原则，以支持在授予期间的设计改进。该项目将研究在课堂上为许多代表性不足的少数民族学生提供的探究式学习实践。通过调整知识研究基金的"教师作为民族志方法"，教师将参加大学文化中心的批判性对话，并与学生进行个别访谈。这些活动将支持教师提高对影响学生、教学和整个大学的相关社会和政策问题的认识。书面反思和调查，以及焦点小组和个人访谈，将记录教师的发展过程。该项目有可能改善学习环境，特别是对代表性不足群体的学生，并发展未来的变革推动者，以设计和提供公平的教学。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。通过机构和社区转型的轨道，该计划支持的努力，以改变和改善高等教育机构和学科社区的STEM教育.这个奖项反映了NSF的法定使命，并已被认为是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支持.

This project at University of Arizona, a Hispanic Serving Institution, aims to serve the national interest by transforming undergraduate mathematics teaching. It intends to do so by creating positive learning environments that support all students, particularly those from groups that are not yet equitably represented in STEM. As an Institutional and Community Transformation project, it will bring together undergraduate students, STEM peer mentors, mathematics graduate students, and instructional faculty to support one another’s learning. Project components include workshops on Inquiry Based Learning and anti-deficit teaching, summer-bridge Precalculus and Calculus workshops, critical conversations about race and gender in STEM, a Faculty Learning Community, and faculty-led student interviews. The focus on anti-deficit pedagogy responds to a critical need for STEM instructor professional development that attends to issues related to race and gender. Expected project outcomes include shifts in the instructors’ teaching practices, their perceptions of students, and their understanding about how to challenge systemic inequities. The project responds to a critical need for research on community-based professional development programs that prioritize undergraduate students from populations that are underrepresented in STEM. The project’s research plan will investigate the impacts of the community learning process on instructors’ teaching. Design-based research methods and process evaluation will support implementation of the project activities and interrogate critical design principles, to support design improvements over the award period. The project will examine Inquiry-based Learning practices in classrooms that serve many underrepresented minority students. By adapting the “teachers as ethnographers method” from Funds of Knowledge research, instructors will participate in critical conversations at the university’s cultural centers and conduct individual interviews with students. These activities will support instructors’ development of awareness of relevant social and policy issues that affect their students, their teaching, and the University as a whole. Written reflections and surveys, together with focus-group and individual interviews, will document the instructors’ developmental processes. The project has the potential to improve the learning climate, especially for students from underrepresented groups, and develop future change agents to design and deliver equitable teaching. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Institutional and Community Transformation track, the program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.