HSI Pilot Project: Inclusive and Integrative STEM Education through Undergraduate Research

在改善本科生STEM教育的支持下：西班牙裔服务机构（HSI计划），这个轨道1项目旨在增加传统上代表性不足的学生在STEM的研究机会，支持多样化的学生和教师在STEM，整合研究课程，为本科生创造更具包容性的研究环境，并提高教师和研究导师的专业进步。本科研究，一个行之有效的高影响力的做法，为学生谁是传统上代表性不足的种族，在他们的家庭中第一个去上大学，从低收入家庭，转学生（琼斯，巴洛，维拉雷霍，2010年; Kinzie，Gonyea，Shoup，Kuh，2008年;维拉雷霍，巴洛，Kogan，Veazey，Sweeney，2008年）提供了显着的好处。然而，这些学生不太可能比同龄人参与研究（美国国家科学院，工程医学，2011年），即使参加西班牙裔服务机构（Haeger，BrckaLorenz，Webber，2015年）。此外，在参与研究时，学生可能会发现研究文化是一个不支持或敌对的环境，这最终是导致STEM领域低入学率和高流失率的主要因素之一（克兰西，纳尔逊，卢瑟福，欣德，2014）。在与加州州立大学、蒙特雷湾（CSUMB）和蒙特雷半岛社区学院（MPC）的合作中，该规划和试点项目将致力于未来的提案，包括与区域社区学院建立合作关系，并扩大经证明有效的干预措施。 该项目将通过以下方式支持学生：创造更多的研究机会;让转学生参与转学前和转学后的研究;通过从低年级的入门研究经验向高年级密集研究经验的过渡来支持学生;建立STEM职业道路;通过对学生和导师的公平培训创造更具包容性的研究环境。在支持教师，我们的目标是：激励研究与本科生;通过包容性的指导和教学法培养更具包容性的研究空间;为教师创造实践社区，在他们的课程中发展互动学习和职业准备;建立跨学科和多机构的教师合作。计划评估将涉及一系列与赠款目标密切相关的研究：多样化本科研究，通过建立更具包容性和公平的研究环境消除公平差距，并建立伙伴关系，帮助“扩大”参与机构内外的教育干预措施。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 1 project aims to increase access to research opportunities for traditionally underrepresented students in STEM, support diverse students and faculty in STEM, integrate research in the curriculum, create more inclusive research environments for undergraduates, and to enhance the professional advancement of faculty and research mentors. Undergraduate research, a well-established high-impact practice, provides significant benefits for students who are from traditionally underrepresented ethnicities, the first in their family to go to college, from lower-income families, and transfer students (Jones, Barlow, & Villarejo, 2010; Kinzie, Gonyea, Shoup, & Kuh, 2008; Villarejo, Barlow, Kogan, Veazey, & Sweeney, 2008). However, these students are less likely to participate in research than their peers (National Academy of Sciences, Engineering & Medicine, 2011), even when attending Hispanic Serving Institutions (Haeger, BrckaLorenz, & Webber, 2015). Additionally, when participating in research, students may find a research culture that is an unsupportive or hostile environment, which ultimately is one of the main contributing factors that cause low enrollment and high attrition rates in STEM fields (Clancy, Nelson, Rutherford, & Hinde, 2014). In a partnership with California State University, Monterey Bay (CSUMB) and Monterey Peninsula Community College (MPC), this Planning and Pilot Project will work towards a future proposal including building collaborations with regional community colleges and scaling up interventions that prove effective. The project will support students by: generating more research opportunities; engaging transfer students in research pre- and post-transfer; supporting students through the transition from lower-division, introductory research experiences, to upper-division intensive research experiences; building STEM career pathways; and creating more inclusive research environments through equity training for students and mentors. In supporting faculty, our aims are to: incentivize research with undergraduates; foster more inclusive research spaces through inclusive mentoring and pedagogy; create a community of practice for faculty to develop interactive learning and career preparation in their courses; build interdisciplinary and multi-institutional faculty collaborations. Program evaluation will involve a series of studies closely tied to the goals of the grant: diversifying undergraduate research, eliminating equity gaps by building more inclusive and equitable research environments, and building partnerships that can help “scale up” educational interventions within and beyond the participating institutions. 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.