Collaborative Research: Building Confidence through Culturally Relevant Co-requisite Mathematics Courses within Math Pathways

合作研究:通过数学途径中文化相关的必修数学课程建立信心

基本信息

  • 批准号:
    2142174
  • 负责人:
  • 金额:
    $ 4万
  • 依托单位:
  • 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:
    2022-07-01 至 2025-06-30
  • 项目状态:
    未结题

项目摘要

This project aims to serve the national interest by investigating strategies aimed to improve the outcomes of undergraduate Black or African-American men in entry-level mathematics courses. This study contributes to the larger effort to grow and diversify the STEM workforce. The goals of this effort are to increase the success, confidence, and sense of belonging of Black or African-American men in required early college mathematics courses by implementing and studying four strategies that have shown promise in other areas: 1) careful placement strategies that match students with appropriate mathematics courses; 2) improving advising practices to increase positive attitudes towards mathematics courses; 3) offering supportive mentoring; and 4) offering co-requisite courses for students who would benefit from targeted support in their mathematics courses. This project builds upon an ongoing Math Pathways effort across the University of North Carolina system, a collaboration that will support the development, evaluation, and sharing of effective practices. Identifying and refining practices that effectively support Black or African-American men will provide insights that can serve as the basis for interventions to support other students. The project anticipates that as mathematics pedagogy and other support structures improve, a broader population of students will be retained at UNC System institutions and in STEM majors. With these increases, the presence of a critical mass of successful students will make STEM majors more welcoming and attractive to incoming students from underrepresented groups. The goals of this project are to determine the extent to which improved placement procedures coupled with culturally-relevant advising, mentoring, and co-requisite support courses impact Black or African-American men's course outcomes, mathematical self-efficacy and sense of belonging, goal orientation, content relevance, and growth mindset. Over 1,900 Black or African-American men at four institutions (University of North Carolina Charlotte, University of North Carolina Greensboro, North Carolina Agricultural & Technical State University, and North Carolina Central University) will directly benefit from the project components, and strong relationships between mathematics faculty members at participating institutions will facilitate data collection and analysis across the project. The project will collect data from validated measures to evaluate outcomes for Black or African-American men who participate in the co-requisite support course and mentoring as well as those who participate in the supported course but do not participate in either mentoring or the co-requisite courses. Further insights will be gained through focus groups with Black or African-American men enrolled in the supported courses, regardless of individual course outcomes. The project's findings will be shared with communities of interest, and progress towards the project's stated goals will be assessed through a rigorous evaluation plan. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.
该项目旨在通过调查旨在提高本科黑人或非洲裔美国人在入门级数学课程中的成绩的策略来服务于国家利益。这项研究有助于更大的努力,以增长和多样化的干劳动力。这项工作的目标是通过实施和研究在其他领域显示出希望的四种策略来增加黑人或非洲裔美国人在所需的早期大学数学课程中的成功,信心和归属感:1)将学生与适当的数学课程相匹配的谨慎的安置策略; 2)改善咨询实践,以增加对数学课程的积极态度; 3)提供支持性指导;以及4)为那些在数学课程中受益于有针对性支持的学生提供共同必修课程。该项目建立在整个北卡罗来纳州系统,将支持有效的做法的开发,评估和共享的合作大学正在进行的数学途径的努力。确定和完善的做法,有效地支持黑人或非洲裔美国人的男子将提供见解,可以作为干预措施,以支持其他学生的基础。该项目预计,随着数学教学法和其他支持结构的改善,将有更多的学生留在数学系统机构和STEM专业。随着这些增长,成功学生的临界质量的存在将使STEM专业更加欢迎和吸引来自代表性不足群体的新生。该项目的目标是确定在何种程度上改善安置程序加上文化相关的咨询,指导和共同必要的支持课程影响黑人或非洲裔美国人的课程成果,数学自我效能感和归属感,目标导向,内容相关性和成长心态。 四所大学(北卡罗来纳州夏洛特大学、北卡罗来纳州格林斯伯勒大学、北卡罗来纳州农业技术州立大学和北卡罗来纳州中央大学)的1,900多名黑人或非洲裔美国人将直接受益于项目组成部分,参与机构的数学教师之间的密切关系将促进整个项目的数据收集和分析。该项目将收集数据,从验证的措施,以评估结果为黑人或非洲裔美国人男子谁参加了共同必要的支持课程和辅导,以及那些谁参加了支持的课程,但不参加辅导或共同必要的课程。进一步的见解将获得通过焦点小组与黑人或非洲裔美国人男子参加了支持的课程,无论个别课程的结果。该项目的调查结果将与有关社区分享,并将通过严格的评价计划评估实现项目既定目标的进展情况。NSF IUSE:EHR计划支持研究和开发项目,以提高所有学生STEM教育的有效性。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。

项目成果

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