HSI Planning Project: Amplifying Climate Resilience Curriculum Using Informal Learning Opportunities for Undergraduates

HSI 规划项目：利用本科生非正式学习机会扩大气候适应能力课程

• 批准号: 2122930
• 负责人: Jennifer Edmonds
• 金额: $ 30万
• 依托单位: NEVADA STATE UNIVERSITY
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122930&HistoricalAwards=false
• 关键词: HSI; Planning; Project; Amplifying; Climate

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 1 Planning Project will build critical institutional structure and facilitate thoughtful planning for the future creation of STEM learning experiences that draw on the cultural capital of Latinx students at three HSIs (Nevada State College, University of Nevada Las Vegas, and College of Southern Nevada) in the field of climate change. The key to academic persistence and commitment to a science career is feeling a sense of belonging and confidence in one’s abilities, and students from marginalized groups often have little experience with messaging that is accepting of their self-identity and is encouraging of their ability to achieve careers in STEM fields. This project will discuss the use of engaging informal learning activities and innovative gamification of science content in collaboration with peers, for the future design of curriculum that promotes Latinx students’ STEM identities and increases student excitement regarding careers related to climate change science and education. Moreover, these informal learning experiences will increase the baseline level of understanding of climate change, as well as allowing the students to share their knowledge with the community and challenge misconceptions about what it means to be a “STEM person”.This planning project will conceptualize four components, including 1) institutional support structure, 2) internship collaboration, 3) learning outcome development, and 4) technology platform for evaluation, dissemination of results, and program assessment. Particularly, it will solidify learning outcomes through collaborative discussions and workshops with stakeholders. With the lens of regenerative agriculture, this project will plan for the eventual design of culturally relevant, problem-driven informal activities in a self-paced curriculum to challenge students to evaluate their own lifestyle choices in the context of climate resilience. The expected results of this project include supporting Latinx student understanding of foundational science concepts underlying climate change and creating institutional relationships and a curricular framework upon climate equity and sustainability. Broader impacts include advancing understanding of how informal learning experiences can increase the diversity of students choosing careers in STEM, particularly through the inclusion of a wide diversity of stakeholders in designing learning outcomes. Results will be disseminated through published manuscripts, website design, social media outreach, and a workshop to finalize the next steps in the project. 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.

在改善的本科STEM教育的支持下：西班牙裔服务机构（HSI计划），该曲目1计划项目将建立关键的机构结构，并促进思想的计划，以实现STEM学习经验的未来创造，这些经验借鉴了三名HSIS学生的拉丁裔文化资本（内华达州立大学，内华达州内华达州立大学，内华达州尼加斯大学的Nevada和Southern Nevada），该领域的统一和平面范围很少。学术毅力和对科学职业的承诺的关键是对自己能力的归属感和信心感，而边缘化团体的学生通常几乎没有接纳自己的自我认同的消息经验，并鼓励他们在STEM领域实现职业的能力。该项目将讨论与同龄人合作的参与非正式学习活动和创新的科学内容游戏化的使用，以促进拉丁裔学生的STEM身份的未来设计，并增加学生对与气候变化科学和教育有关的职业的兴奋。此外，这些非正式的学习经历将提高对气候变化的理解水平，并允许学生与社区分享他们的知识，并挑战对成为“ STEM人”的含义的误解。本计划项目将概念化四个组成部分，包括1）机构支持结构，2）实习协作，3）学习结果，3）学习结果，以及4）技术平台，以及4）技术，和4）技术，和4）技术，和4）技术，和4）技术，和4）技术，和4）及4）。特别是，它将通过与利益相关者的协作讨论和研讨会来巩固学习成果。凭借重生协议的镜头，该项目将计划在自定进度的课程中最终设计具有文化相关的，问题驱动的非正式活动，以挑战学生在气候韧性的背景下评估自己的生活方式选择。该项目的预期结果包括支持拉丁裔学生对气候变化基础的基础科学概念的理解，并建立机构关系以及对气候公平和可持续性的课程框架。更广泛的影响包括促进对非正式学习经历如何增加学生在STEM中选择职业的多样性的理解，尤其是通过包括各种利益相关者在设计学习成果时的多样性。结果将通过已发表的手稿，网站设计，社交媒体外展和研讨会来传播，以最终确定项目的下一步。 HSI计划旨在增强本科STEM教育，扩大参与STEM并在HSIS建立能力。鉴于HSI的多样性和背景，实现这些目标需要创新的方法，以增加机构和社区的转型，并促进对参与学生学习的基础研究（i），（ii）关于有效地使STEM参与和（iii）提高我们对HSIS机构能力的理解的有效多样化和（III）所需的方式。 HSI计划支持的项目还将从这些方法中汲取灵感，以产生有关如何实现这些目标的新知识。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，通过评估诚实地表示支持。