HSI Implementation and Evaluation Project: Advancing the Reach and Scope of Supplemental Instruction

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2项目的重点是通过扩展和调整补充教学（SI）在线学习环境，提高STEM学生在西班牙裔服务机构（HSI）入门级课程中的保留率和成功率。SI是一个同侪促进的学术支持计划，包括定期安排的课外协作学习课程。对训练有素的STEM专业人员的需求不断增长，但入门级科学和工程课程的学生流失率很高，限制了授予STEM学位的数量。此外，STEM领域的多样性和包容性仍然是一个主要问题，来自传统代表性不足背景的学生获得STEM学位的水平远低于入学率。SI参与是一个积极的预测更高的等级和学生的成功，在介绍STEM课程，并与SI领导人的不同背景的互动已被证明进一步受益于这些类中代表性不足的学生群体。该项目将扩大面对面和在线SI产品，使SI更容易获得和有益于不同的STEM学生群体，包括非传统和通勤学生。此外，该项目将寻求扩大社会主义国际的领导机会，以传统上代表性不足的学生群体。该项目旨在（1）确定SI计划对学生保留和入门科学课程成功的影响，以及（2）确定SI计划对学生的元认知，学习的情感成分以及对STEM教育和STEM职业的积极态度的影响。这个多年期项目将在连续三个秋季学期的时间内采用各种定量和定性研究方法。调查结果将在三个学生群体/组之间进行比较：那些参加必要的面对面SI会议的人，那些参加必要的在线SI会议的人，以及那些参加SI会议的人是可选的。这项研究将深入了解面对面和在线SI实施对学生成功的影响，特别是在非传统和通勤学生群体中，面对面的SI会议可能不太容易获得。此外，该项目的研究结果将有助于最佳做法，成功地使SI适应在线学习环境。在国家会议上和在各自STEM领域的同行评审教育期刊上更广泛地传播研究结果，将使参与者能够与利用同行促进学习模式的日益壮大的STEM教育工作者社区分享见解和创新。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。

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 2 project focuses on increasing STEM student retention and success in entry-level courses at a Hispanic Serving Institutions (HSI) by expanding and adapting Supplemental Instruction (SI) to online learning environments. SI is a peer-facilitated academic support program consisting of regularly scheduled out-of-class collaborative learning sessions. There is growing demand for well-trained STEM professionals, but high rates of student attrition in introductory level science and engineering courses limit the number of STEM degrees awarded. Additionally, diversity and inclusion in STEM fields remains a major concern, with students from traditionally underrepresented backgrounds earning STEM degrees at levels well below rates of enrollment. SI participation is a positive predictor of higher grades and student success in introductory STEM courses, and interaction with SI leaders of diverse backgrounds has been shown to further benefit underrepresented student groups in these classes. This project will expand face-to-face and online SI offerings to make SI more accessible and beneficial to a diverse group of STEM students, including non-traditional and commuting students. In addition, the project will seek to expand SI leadership opportunities to traditionally underrepresented student groups. The project aims to (1) determine the impact of the SI program on student retention and success in introductory science courses, and (2) determine the effect of the SI program on student’s metacognition, affective components of learning, and positive attitudes toward STEM education and STEM careers. This multi-year project will employ a variety of quantitative and qualitative research methods over a period of three successive fall academic terms. Findings will be compared among three student groups/ sets: those who attend required face-to-face SI sessions, those who attend required online SI sessions, and those for whom SI session attendance is optional. The research will provide insight into the effect of face-to-face and online SI implementations on student success, particularly among non-traditional and commuter student populations to whom face-to-face SI sessions may be less accessible. In addition, the project findings will contribute to best practices for successful adaptation of SI to online learning environments. Broader dissemination of the findings at national conferences and in peer-reviewed educational journals of respective STEM fields will allow participants to share insights and innovations with the growing community of STEM educators leveraging peer-facilitated learning models. 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.