Inclusive Research-based Interdisciplinary Science Education

以研究为基础的包容性跨学科科学教育

• 批准号: 2136056
• 负责人: Ann Murkowski
• 金额: $ 119.94万
• 依托单位: Seattle Community College District Office
• 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: 2021-12-01 至 2025-11-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2136056&HistoricalAwards=false
• 关键词: Inclusive; Research; based; Interdisciplinary; Science

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). This project aims to serve the national interest by significantly improving the recruitment, retention, and success of diverse students pursuing science, technology, engineering, and math (STEM) degrees and careers. The Inclusive Research-based Interdisciplinary Science Education (iRISE) project aims to decrease the racial and gender equity gap in students pursuing STEM education and careers. The project intends to address this need by ensuring that students who start their journeys on community college campuses benefit from proven effective pedagogy that engages community college students in research experiences in their first STEM courses. Additionally, these community college students will benefit from engagement strategies that enable them to identify as scientists and make connections between their STEM education and real-world problems impacting their communities. The iRISE project will meet these needs by utilizing the Course-based Undergraduate Research Experience (CURE) model at the earliest point in students’ STEM educational journeys. These initial points of entry—or “gateway” courses—are where many students—especially underrepresented minority and first-generation students—both start and end their STEM studies.The Inclusive Research-based Interdisciplinary Science Education (iRISE) project will create and study the impact of modified mini course-based research experiences called Pre-CURE Launchpads (PCLs) on community college students. These research modules will engage over 1,200 students at the earliest point possible within their post-secondary journeys, with a focus on six gateway courses in pre-college and college level mathematics, biology, chemistry, computer science, and engineering. The PCLs will draw on students’ interests in how their STEM education impacts their communities, with the particular focus on the theme of air quality, social justice, and public health. To study air quality, students will utilize portable instrumentation to engage in authentic undergraduate research experiences that will help them make direct connections between their STEM education and tackling real-world problems. A culturally responsive teaching framework will guide curriculum design with an emphasis on enabling students to identify as scientists and to engage students in community-based projects. The iRISE project is supported by an experienced educational researcher who will design and deploy a research study to investigate the development of STEM identity in community college students in their first post-secondary STEM course. The project uses a peer mentoring model among faculty to disseminate the curriculum both within and across other community colleges. The curriculum and the results of the research will also be shared broadly through both conventional presentations at meetings and in scientific publications as well as virtually through the Canvas Commons and CUREnet. In this way, the iRISE project will advance knowledge about how to improve STEM education and build capacity to carry out educational research at community colleges. The NSF program description on Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education supports projects that advance STEM education initiatives at two-year colleges. The program description promotes innovative and evidence-based practices in undergraduate STEM education at two-year colleges.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.

该奖项全部或部分根据2021年美国救援计划法案（公法117-2）资助。该项目旨在通过显着提高招聘，保留和追求科学，技术，工程和数学（STEM）学位和职业的不同学生的成功服务于国家利益。基于包容性研究的跨学科科学教育（iRISE）项目旨在减少追求STEM教育和职业的学生的种族和性别平等差距。该项目旨在通过确保在社区大学校园开始旅程的学生受益于行之有效的教学法来满足这一需求，该教学法使社区大学学生在他们的第一门STEM课程中获得研究经验。此外，这些社区学院的学生将受益于参与战略，使他们能够确定为科学家，并使他们的STEM教育和影响他们的社区的现实世界的问题之间的连接。iRISE项目将通过在学生STEM教育旅程的最早点利用基于课程的本科生研究体验（CURE）模型来满足这些需求。这些入门或“入门”课程的初始点是许多学生-特别是代表性不足的少数民族和第一代学生-开始和结束他们的STEM学习的地方。基于包容性研究的跨学科科学教育（iRISE）项目将创建和研究修改后的迷你课程为基础的研究经验的影响，称为预固化发射台（PCL）对社区大学生。这些研究模块将在中学后的旅程中尽早吸引1，200多名学生，重点是大学预科和大学水平的数学，生物学，化学，计算机科学和工程学的六门课程。PCLs将利用学生对STEM教育如何影响社区的兴趣，特别关注空气质量，社会正义和公共卫生。为了研究空气质量，学生将利用便携式仪器从事真实的本科研究经验，这将有助于他们在STEM教育和解决现实问题之间建立直接联系。一个对文化敏感的教学框架将指导课程设计，重点是使学生能够确定自己是科学家，并使学生参与社区项目。iRISE项目由一位经验丰富的教育研究人员支持，他将设计和部署一项研究，以调查社区大学学生在第一个中学后STEM课程中STEM身份的发展。该项目在教师中采用同伴指导模式，在其他社区学院内部和之间传播课程。课程和研究成果也将通过会议上的常规演讲和科学出版物以及通过Canvas Commons和CUReNet进行广泛分享。通过这种方式，iRISE项目将推进有关如何改善STEM教育的知识，并建立在社区学院开展教育研究的能力。NSF关于在两年制高等教育机构中推进本科STEM教育的创新和影响的项目描述支持在两年制大学中推进STEM教育计划的项目。该项目旨在促进两年制大学本科STEM教育的创新和循证实践。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。