HSI IUSE Pilot: Implementation of a Model Recitation Period to Support STEM Student Development and Scientific Literacy Skills in Chemistry

HSI IUSE 试点：实施示范背诵期以支持 STEM 学生发展和化学科学素养技能

• 批准号: 2115568
• 负责人: Pamela Kerrigan
• 金额: $ 19.86万
• 依托单位: College of Mount Saint Vincent
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-01-01 至 2024-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2115568&HistoricalAwards=false
• 关键词: HSI; IUSE; Pilot; Implementation; Model

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this pilot PPP project aims to implement academic supports that improve student learning and performance in introductory chemistry courses, thereby increasing the number of students entering chemistry and biochemistry majors. This exploratory research and development study will contribute to the knowledge base on how best to support and improve chemistry education for underserved inner-city minority students who are underprepared for college-level chemistry. The project will benefit 30 undergraduate students who are interested in chemistry and biochemistry majors but are at risk of not progressing through the general chemistry and organic chemistry course sequences. Based on lessons learned from prior implementation of a recitation section for general and organic chemistry, the project team at College of Mount Saint Vincent (CMSV) will redesign the recitation to focus on goal setting, study skills, problem-solving specific to the general chemistry and organic chemistry course sequences, and relevance of coursework to careers. The project will provide preliminary evidence of the effectiveness of building student skills in goal setting, problem-solving, and scientific literacy through supplemental curriculum for general chemistry and organic chemistry and the extent such skills improve student achievement and persistence in students, especially inner-city students of color. The objectives for the project are to implement a model of recitation and show that it supports student development of motivation, self-efficacy, problem-solving skills, ability to relate course content to real-word problems and careers, and scientific literacy. As a result, students will have improved grades in the general chemistry and organic chemistry two-course sequences, increasing the number of students who complete both courses and declare a chemistry/biochemistry major. The project team, composed of chemistry faculty and an education researcher, will investigate the following research question: How well do the planned supports increase students’ self-efficacy, intrinsic motivation, connection of course content to real-world applications and careers, and scientific literacy, and do these improvements lead to higher major declaration and persistence in chemistry/biochemistry? Evidence of the effectiveness of achievement goal theory and the gradual release of responsibility model will influence pedagogy in CMSV’s science programs and contribute to strategies that help at-risk students at other HSIs. CMSV intends to build upon the results of the pilot to develop an Implementation and Evaluation Project proposal to further support the proposed recitation strategies, and the College will fully implement the redesigned recitation model to improve students’ chemistry achievement. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Projects supported by the HSI Program will also draw from these approaches to generate new 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STEM教育：西班牙裔服务机构（HSI计划）的支持下，该试点PPP项目旨在实施学术支持，以提高学生在化学入门课程中的学习和表现，从而增加进入化学和生物化学专业的学生人数。这种探索性的研究和开发研究将有助于知识基础，如何最好地支持和改善化学教育的服务不足的内城少数民族学生谁是大学水平的化学准备不足。该项目将使30名对化学和生物化学专业感兴趣，但有可能无法通过普通化学和有机化学课程序列取得进展的本科生受益。根据之前实施普通化学和有机化学复习部分的经验教训，圣文森特山学院（CMSV）的项目团队将重新设计复习部分，重点关注普通化学和有机化学特定的目标设定、学习技能、问题解决。化学课程序列，以及课程作业与职业的相关性。该项目将通过普通化学和有机化学的补充课程，以及这些技能提高学生成绩和坚持学生，特别是市中心有色人种学生的程度，提供建立学生目标设定，解决问题和科学素养技能的有效性的初步证据。该项目的目标是实施一种背诵模式，并表明它支持学生发展动机，自我效能，解决问题的技能，将课程内容与现实问题和职业联系起来的能力，以及科学素养。因此，学生将在普通化学和有机化学两门课程序列中提高成绩，增加完成这两门课程并宣布化学/生物化学专业的学生人数。该项目小组，由化学教师和教育研究人员组成，将调查以下研究问题：如何做好计划的支持增加学生的自我效能，内在动机，课程内容的连接到现实世界的应用和职业，科学素养，以及这些改进导致更高的主要声明和化学/生物化学的持久性？成就目标理论的有效性和责任模型的逐步释放的证据将影响CMSV的科学课程的教学法，并有助于帮助其他HSI的风险学生的策略。CMSV计划根据试点结果制定实施和评估项目提案，以进一步支持拟议的复习策略，学院将全面实施重新设计的复习模式，以提高学生的化学成绩。HSI计划旨在加强本科STEM教育，扩大STEM的参与，并建立HSI的能力。实现这些目标，鉴于不同的性质和背景下的HSIs，需要创新的方法，激励机构和社区转型，促进基础研究（一）参与学生学习，（二）关于如何有效地多样化和增加STEM的参与，以及（三）提高我们对如何在HSIs建立机构能力的理解。HSI计划所支持的项目也将从这些方法中汲取经验，以产生关于如何实现这些目标的新知识。该奖项反映了NSF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。