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

该项目旨在通过反种族主义的写作指导和评估教学方法，改善大学水平的STEM教学，为国家利益服务。该项目位于加州理工学院洪堡分校，这是一所为西班牙裔服务的机构，将为STEM教师提供反种族主义教学和写作评估方法的专业发展机会。在为期一年的项目期间，12名工程学院的教师将参加一个教师学习社区，大约100名STEM教师将参加一个写作研讨会系列。在这个项目中，反种族主义写作教学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，以及维持学生文化和语言知识的教学法。该项目将支持针对种族和语言多样化的学生群体的STEM写作教学和评估。虽然在过去十年中，STEM教学中的许多包容性教学实践获得了发展势头，但反种族主义写作理论和教学方法在STEM教学设计中仍然基本缺失。这个早期项目将开发、支持和衡量STEM教师对STEM学科写作教学和评估中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提供为期12周的教师学习社区（FLC），以及为加州理工大学洪堡分校所有STEM教师提供为期6周的写作研讨会系列。FLC将允许工程学院的教师参与持续的研究、合作讨论和理论的应用，这些理论为反种族主义提供了信息，并为写作教学提供了文化上的支持框架。写作工作坊系列将为反种族主义、公平的写作作业和评估设计提供可操作的、直接的模型，这些模型可以立即实施。该项目将使用面向教师的标准和调查工具来研究、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。项目的评估工具旨在允许项目团队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。测量将主要检查的类型和程度的教学变化（实践和信念）为FLC和研讨会参与者在一年的项目期间。在整个加州州立大学系统和全国高等教育西班牙裔服务机构网络中，该项目有可能帮助率先了解STEM教师的反种族主义写作教学专业发展的影响，并具体到STEM教学，目前还没有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STEM教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建，探索和实施。该奖项反映了美国国家科学基金会的法定使命，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 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.