Bridging Non-STEM and STEM Math Tracks: An Interest-Based Intervention to Increase Community College STEM Opportunity
连接非 STEM 和 STEM 数学轨道:基于兴趣的干预措施,增加社区大学 STEM 机会
基本信息
- 批准号:2215700
- 负责人:
- 金额:$ 30万
- 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:2022-10-01 至 2025-09-30
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
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 remediating racial, gender, and class tracking in community college math in order to advance opportunity and equity in STEM participation. As community colleges around the country move towards eliminating developmental education, students are increasingly eligible to take a college-level statistics / liberal arts math (SLAM) or business and science technology, engineering, and math (BSTEM) course. While direct access to college-level SLAM or BSTEM courses reduces obstacles to the completion of degree and transfer requirements, having both options could turn these college-level math pathways into potentially rigid math tracks. This could have unintended consequences for STEM participation. The project will begin by evaluating the extent to which students are tracked into SLAM and BSTEM pathways along racial/ethnic, gender, first generation status, and family income lines. Then, in partnership with a single community college, project collaborators plan to design, implement, and evaluate a low-touch nudge that encourages students in college statistics to meet with a math instructor or counselor to “warm up” their STEM aspirations, and invites them to participate in a week-long, non-credit intersession Bridge2BSTEM workshop. The workshop will provide students with the opportunity to explore their STEM interests, learn about STEM careers, establish a growth mindset towards math, and receive academic support for switching to BSTEM courses. Emerging from this project will be new knowledge on whether offering SLAM courses may inadvertently track racially minoritized students and women out of STEM fields; causal evidence on the potential effectiveness of nudging students to explore their STEM interests; and a model for a statistics-to-STEM bridge experience that community college math departments can adopt.This project will pursue a multi-staged effort with a large urban community district in California to: 1) document the extent to which there is tracking of students into BSTEM and SLAM course sequences, 2) collaborate with the math and counseling faculty at a single Hispanic Serving Institution to develop a Bridge2BSTEM workshop designed to introduce students to STEM careers, connect them to support services, and to learn from peers in the BSTEM pathway about ways of exploring and developing careers in STEM, and 3) evaluate whether a validating nudge can prompt students to take up the opportunity to enroll in the Bridge2BSTEM workshop and, subsequently, BSTEM math courses. The first project aim will be fulfilled using descriptive quantitative methods to examine racial/ethnic, gender, and socioeconomic trends in BSTEM and SLAM courses over time. The second project aim will be fulfilled through the partnership between the research team and the community college site for the study. The third project aim will be fulfilled using experimental methods, specifically through section-level randomization of college statistics courses at the community college site. A qualitative study that captures math instructor and counselor perspectives, workshop observations, and student experiences in the program will provide nuanced insights into program design and implementation. The project will result in accessible practice and policy briefs describing the validating nudge and Bridge2BSTEM workshop, as well as the results of the evaluation and policy recommendations for other community colleges. The project will additionally result in academic papers describing the analyses and results. This project should contribute new knowledge on the equity implications of offering multiple math pathways and propose structures and supports that can increase representation of women, racially minoritized, first-generation, and low-income students in STEM. Ultimately, the project should result in actionable research findings community college leaders and faculty members can use as they work to expand options in an equitable manner, specifically through a culturally validating behavioral nudge and Bridge2BSTEM workshop. 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。该项目旨在通过补救社区大学数学中的种族,性别和班级跟踪来服务于国家利益,以促进STEM参与的机会和公平。随着全国各地的社区学院逐步取消发展教育,学生越来越有资格参加大学水平的统计/文科数学(SLAM)或商业和科学技术,工程和数学(BSTEM)课程。虽然直接进入大学水平的SLAM或BSTEM课程减少了完成学位和转学要求的障碍,但这两种选择都可能将这些大学水平的数学途径变成潜在的严格的数学轨道。这可能会对STEM参与产生意想不到的后果。该项目将开始,评估学生在多大程度上被跟踪到SLAM和BSTEM途径沿着种族/民族,性别,第一代身份,和家庭收入线。然后,在与一个单一的社区学院合作,项目合作者计划设计,实施和评估低接触的推动,鼓励学生在大学统计,以满足数学教师或辅导员“热身”他们的STEM愿望,并邀请他们参加为期一周的,非学分闭会期间桥2BSTEM研讨会。该研讨会将为学生提供机会,探索他们的STEM兴趣,了解STEM职业,建立对数学的成长心态,并获得学术支持,以切换到BSTEM课程。从这个项目中将出现新的知识,提供SLAM课程是否可能无意中跟踪STEM领域的种族少数学生和妇女;关于推动学生探索其STEM兴趣的潜在有效性的因果证据;以及一个社区大学数学系可以采用的数学到STEM桥梁经验的模型。该项目将寻求一个多层次的与加州的一个大型城市社区合作,1)记录学生进入BSTEM和SLAM课程序列的跟踪程度,(二)与一个西班牙裔服务机构的数学和咨询教师合作,开发一个Bridge 2BSTEM研讨会,旨在向学生介绍STEM职业,将他们与支持服务联系起来,并向BSTEM途径中的同行学习探索和发展STEM职业的方法,以及3)评估验证轻推是否可以促使学生抓住机会参加Bridge 2BSTEM研讨会,随后参加BSTEM数学课程。第一个项目的目标将使用描述性定量方法来检查种族/民族,性别和社会经济趋势,随着时间的推移,在BSTEM和SLAM课程实现。第二个项目目标将通过研究团队和社区学院网站之间的合作伙伴关系来实现。第三个项目目标将通过实验方法实现,特别是通过在社区学院网站的大学统计课程的部分级别的随机化。一项定性研究,捕捉数学教师和辅导员的观点,研讨会的意见,并在程序中的学生经验将提供程序设计和实施的细微差别的见解。该项目将产生可访问的实践和政策简报,描述验证助推和Bridge 2BSTEM研讨会,以及其他社区学院的评估和政策建议的结果。该项目还将产生描述分析和结果的学术论文。该项目应提供关于提供多种数学途径的公平影响的新知识,并提出可以增加妇女,种族少数群体,第一代和低收入学生在STEM中的代表性的结构和支持。最终,该项目应导致可操作的研究结果社区学院领导和教职员工可以使用,因为他们的工作,以公平的方式扩大选择,特别是通过文化验证行为助推和桥2BSTEM研讨会。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
期刊论文数量(0)
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Tatiana Melguizo其他文献
Toward a set of measures of student learning outcomes in higher education: evidence from Brazil
制定一套衡量高等教育中学生学习成果的指标:来自巴西的证据
- DOI:
- 发表时间:
2015 - 期刊:
- 影响因子:5
- 作者:
Tatiana Melguizo;Jacques Wainer - 通讯作者:
Jacques Wainer
Math Sorting: Unintended Consequences of Developmental Education Reforms in Community Colleges
- DOI:
10.1007/s11162-025-09834-w - 发表时间:
2025-02-13 - 期刊:
- 影响因子:2.300
- 作者:
Soumya Mishra;Elise Swanson;Elif Yucel;Federick Ngo;Tatiana Melguizo;Cheryl Ching - 通讯作者:
Cheryl Ching
Increasing Success Rates in Developmental Math: The Complementary Role of Individual and Institutional Characteristics
- DOI:
10.1007/s11162-015-9368-9 - 发表时间:
2015-02-22 - 期刊:
- 影响因子:2.300
- 作者:
Kristen E. Fong;Tatiana Melguizo;George Prather - 通讯作者:
George Prather
Quality Matters: Assessing the Impact of Attending More Selective Institutions on College Completion Rates of Minorities
质量很重要:评估就读更多选择性院校对少数族裔大学毕业率的影响
- DOI:
- 发表时间:
2008 - 期刊:
- 影响因子:0
- 作者:
Tatiana Melguizo - 通讯作者:
Tatiana Melguizo
Faculty Perspectives on Using High School Data in an Era of Placement Testing Reform
教师对分班考试改革时代使用高中数据的看法
- DOI:
10.1177/00915521211002896 - 发表时间:
2021 - 期刊:
- 影响因子:1.3
- 作者:
Federick J. Ngo;David Velasquez;Tatiana Melguizo - 通讯作者:
Tatiana Melguizo
Tatiana Melguizo的其他文献
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{{ truncateString('Tatiana Melguizo', 18)}}的其他基金
EAGER: Using High School Transcript Data and Diagnostic Information to Fine-Tune Placement Policy and Tailor Instruction in Developmental Math
EAGER:使用高中成绩单数据和诊断信息来微调发展数学的安置政策和定制教学
- 批准号:
1544254 - 财政年份:2015
- 资助金额:
$ 30万 - 项目类别:
Standard Grant
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