Antiracist Writing Across the Curriculum in STEM at a Developing Polytechnic Hispanic-serving Institution

该项目旨在通过采用反种族主义的写作、教学和评估教学方法，改善大学一级的STEM教学，从而服务于国家利益。该项目位于加州保利洪堡学院，这是一家服务于拉美裔美国人的机构，将为STEM教师提供反种族主义教学和写作评估方面的职业发展机会。在为期一年的项目期间，12名工程学院教师将参加教师学习社区，大约100名STEM教师将参加写作研讨会系列。在这个项目中，写作教学的反种族主义方法被定义为语言和写作发展的包容性框架，反种族主义写作评估理论，以及支持学生文化和语言知识的教学。该项目将支持使用STEM为种族和语言不同的学生群体进行写作教学和评估。尽管STEM教学中的许多包容性教学做法在过去十年中获得了势头，但STEM的教学设计基本上仍然缺乏反种族主义写作理论和教学方法。这一早期项目将开发、支持和衡量STEM教师对编写STEM学科的教学方法和评估的反种族主义方法的理解和应用。为期一年的项目活动包括为工程学院的教师举办的为期12周的教师学习社区(FLC)，以及面向加州保利洪堡大学所有STEM教师的为期6周的写作研讨会系列。FLC将允许工程学院的教职员工从事持续的研究、协作讨论和理论的应用，这些理论为反种族主义的、文化上持续的写作指导框架提供信息。写作工作坊系列将为反种族主义、公平思维的写作作业和评估设计提供可操作的、直截了当的模式，这些模式可以立即实施。该项目将使用面向教师的测验和调查工具来研究、应用和测试专业发展设计在反种族主义教学转型方面的有效性。该项目的评估工具旨在使项目团队能够研究教师和教学设计在项目期间的变化，以响应专业发展的内容和目标。测量将主要检查FLC和研讨会参与者在项目一年期间的教学变化(实践和信念)的类型和程度。在整个加州州立大学系统和全国中学后拉美裔服务机构网络中，该项目有可能帮助带头了解反种族主义写作教学对STEM教职员工和STEM教学的专业发展的影响，目前尚无已知的现有模型或研究。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 improving university-level STEM instruction through antiracist pedagogical approaches for writing instruction and assessment. The project, based at Cal Poly Humboldt, a Hispanic-Serving Institution, will provide professional development opportunities to STEM instructors in antiracist approaches to teaching and assessment of writing. Twelve School of Engineering instructors will participate in a faculty learning community over the one-year project period, and approximately 100 STEM faculty will participate in a writing workshop series. Antiracist approaches to writing instruction in this project are defined as inclusive frameworks for language and writing development, antiracist writing assessment theories, and pedagogies that sustain students’ cultural and linguistic knowledge. This project will support the teaching and assessment of writing in STEM for a racially and linguistically diverse student population.While many inclusive pedagogical practices in the teaching of STEM have gained momentum over the previous decade, antiracist writing theories and pedagogies have remained largely absent in STEM instructional designs. This early-stage project will develop, support and measure STEM instructor understanding and application of antiracist approaches to writing pedagogy and assessment in STEM disciplines. The one-year project activities include a twelve-week faculty learning community (FLC) for instructors in the School of Engineering and a six week Writing Workshop series available to all STEM faculty at Cal Poly Humboldt. The FLC will allow School of Engineering faculty to engage in sustained study, collaborative discussion, and applications of theories that inform antiracist, culturally sustaining frameworks for writing instruction. The Writing Workshop Series will present actionable, straightforward models for antiracist, equity-minded writing assignment and assessment designs that can be immediately implemented. The project will use instructor-facing rubrics and survey instruments to study, apply, and test the effectiveness of the professional development design in regard to antiracist instructional transformation. The project’s evaluative tools are designed to allow the project team to study instructor and instructional design changes over the project period in response to the professional development content and goals. Measurement will primarily examine the types and degree of instructional changes (practices and beliefs) for FLC and Workshop participants over the one-year period of the project. Across the California State University system and the national network of post-secondary Hispanic-Serving Institutions, the project has potential to help to spearhead knowledge about the impact of professional development in antiracist writing instruction for STEM faculty and specific to STEM instruction, for which there is no known existing models or research. 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.