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教学和评估方法，改善大学一级的STEM教学，从而为国家利益服务。该项目位于Cal Poly Humboldt，一个西班牙裔服务机构，将为STEM教师提供专业发展机会，以反种族主义的方法进行教学和写作评估。12名工程学院教师将在一年的项目期间参加教师学习社区，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，以及维持学生文化和语言知识的教学法。该项目将支持STEM写作的教学和评估，面向种族和语言多样的学生群体。尽管在过去十年中，STEM教学中的许多包容性教学实践已经获得了动力，但反种族主义写作理论和方法在STEM教学设计中仍然基本缺失。这个早期项目将发展，支持和衡量STEM教师对反种族主义方法的理解和应用，以编写STEM学科的教学法和评估。为期一年的项目活动包括一个为期12周的教师学习社区（FLC）的教师在工程学院和一个为期六周的写作研讨会系列提供给所有的STEM教师在加州理工学院洪堡。FLC将允许工程学院的教师从事持续的研究，合作讨论和理论的应用，为写作教学提供反种族主义，文化上的支持框架。写作研讨会系列将提出可操作的，直接的反种族主义，公平的写作任务和评估设计，可以立即实施的模型。该项目将使用面向教师的规则和调查工具，研究、应用和测试专业发展设计在反种族主义教学改革方面的有效性。该项目的评估工具的目的是让项目团队研究教师和教学设计的变化，在项目期间响应专业发展的内容和目标。测量将主要检查类型和程度的教学变化（实践和信念）的FLC和讲习班的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网络的中学后西班牙裔服务机构，该项目有可能帮助率先了解专业发展的影响，在反种族主义写作教学的STEM教师和具体的STEM教学，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。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 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.