Development of Indigenous-focused Course-based Undergraduate Research Experiences through STEM Faculty Professional Development

该项目旨在通过让STEM教员参与开发以本土课程为基础的本科生研究经验(CURE)来服务于国家利益。STEM教师计划为本科生STEM课程开发多种治疗方法，并致力于响应文化的教学方法。该项目的一个关键目标是开发本科STEM课程，该课程有可能在STEM专业和职业中招收和留住更多的美洲印第安人/阿拉斯加原住民(AI/AN)学生。重要的是，项目团队包括在STEM和土著文化方面都有专门知识的学者。该项目以专注于土著为重点，希望促进对人工智能/AN学生及其部落社区面临的STEM和STEM职业生涯障碍的理解。由此产生的以土著为重点的治疗方法将与全国各地的教职员工和机构广泛分享。该项目位于路易斯堡学院的背景下，该学院是一家美洲原住民、非部落机构，该项目旨在让STEM教职员工参与开发、实施和评估多种以土著为重点的治疗方案，以招募和留住更多的人工智能/AN本科生获得STEM学位和职业。该项目的目标包括为STEM教师在响应文化的教育学方面创造专业发展，特别是为人工智能/AN学生创造专业发展。这项努力的预期结果是让STEM教员开发多种以土著为重点的疗法，这些疗法将在STEM课程中提供给大二学生。开发的以土著为重点的治疗方法将利用真实的和基于地点的研究经验，使学生参与在多个STEM学科的有意义的背景下发展基于证据的推理和解决问题的技能。具有STEM研究和土著文化双重专长的STEM学者的参与意义重大，将是制定和评估这些以土著为重点的治疗干预措施的关键。此外，这项努力旨在培养教师在文化响应指导方面的技能，这些技能将延伸到开发的治愈课程之外。该项目的评估将由一个咨询委员会指导，并由具有教育研究专长的学者提供信息。已开发的以土著为重点的疗法及其影响的证据将传播到更广泛的本科生STEM教育界，并可能产生广泛的影响。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过参与的学生学习路径，该计划支持有前景的实践和工具的创建、探索和实施。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by engaging STEM faculty in developing Indigenous-focused course-based undergraduate research experiences (CUREs). STEM faculty plan to develop multiple CUREs for undergraduate STEM courses and to engage in culturally responsive teaching approaches. A key goal of the project is to develop undergraduate STEM curriculum that has the potential to recruit and retain more Native American Indian/Alaska Native (AI/AN) students in STEM majors and careers. Importantly, the project team includes scholars with expertise in both STEM and Indigenous culture. With a dedicated Indigenous focus, the project hopes to advance understanding of barriers to STEM and STEM careers faced by AI/AN students and their tribal communities. Resulting Indigenous-focused CUREs will be shared broadly with faculty and institutions across the country. Situated in the context of Fort Lewis College, which is a Native American, Non-Tribal Institution, this project aims to engage STEM faculty in developing, implementing, and assessing multiple Indigenous-focused CUREs to recruit and retain more AI/AN undergraduates to STEM degrees and careers. Goals of this project include creating professional development for STEM faculty in culturally responsive pedagogy, especially for AI/AN students. The intended outcome of the effort is for STEM faculty to develop multiple Indigenous-focused CUREs that would be offered in STEM curricula to sophomore-year students. Indigenous-focused CUREs developed will employ authentic and place-based research experiences to engage students in developing evidence-based reasoning and problem-solving skills in meaningful contexts across multiple STEM disciplines. The involvement of STEM scholars with dual expertise in STEM research and Indigenous culture is significant and will be key to the development and assessment of these Indigenous-focused CURE interventions. Further, the effort intends to build faculty skills in culturally responsive mentoring that would extend beyond the CURE courses developed. Evaluation of the project will be guided by an advisory board, as well as informed by scholars with education research expertise. The developed Indigenous-focused CUREs, along with evidence of their impact, will be disseminated to the broader undergraduate STEM education community and could be broadly influential. 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.