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

该项目旨在通过让STEM教师参与开发以土著人为重点的基于课程的本科生研究经验（CURES）来服务于国家利益。STEM教师计划为本科STEM课程开发多个CURE，并采用文化响应的教学方法。该项目的一个关键目标是开发本科STEM课程，有可能招募和留住更多的美洲原住民印第安人/阿拉斯加原住民（AI/AN）学生在STEM专业和职业。重要的是，该项目团队包括在STEM和土著文化的专业知识的学者。该项目以土著为重点，希望增进对AI/AN学生及其部落社区面临的STEM和STEM职业障碍的理解。由此产生的以土著为重点的CURE将与全国各地的教师和机构广泛分享。 该项目位于刘易斯堡学院，这是一个美洲原住民，非部落机构的背景下，旨在让STEM教师参与开发，实施和评估多个以土著为重点的CURE，以招募和留住更多的AI/AN本科生STEM学位和职业。该项目的目标包括为STEM教师创造文化响应教学法的专业发展，特别是为AI/AN学生。这项工作的预期成果是STEM教师开发多个以土著人为重点的CURE，这些CURE将在STEM课程中提供给三年级学生。开发的以土著为重点的CURE将采用真实和基于地方的研究经验，让学生在多个STEM学科的有意义的背景下发展循证推理和解决问题的技能。具有STEM研究和土著文化双重专业知识的STEM学者的参与意义重大，将是这些以土著为重点的CURE干预措施的开发和评估的关键。此外，这项工作打算建立教师的技能，在文化上敏感的指导，将超出CURE课程开发。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。制定的以土著为重点的CURE，沿着其影响的证据，将传播到更广泛的本科STEM教育社区，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。

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.