RII-BEC: Grounding Science Education in Indigenous Knowledges, Food Systems, and Sustainability

RII-BEC：将科学教育扎根于土著知识、粮食系统和可持续性

• 批准号: 2225845
• 负责人: Meghann Jarchow
• 金额: $ 100万
• 依托单位: University of South Dakota Main Campus
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2027-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2225845&HistoricalAwards=false
• 关键词: RII; BEC; Grounding; Science; Education

This award is funded in whole or in part under the American Rescue Plan Act of 2021 (Public Law 117-2). This project will serve the national interest by increasing Native American student participation and success in the science, technology, engineering, and mathematics (STEM) arena and by improving STEM education for all students. The project will incorporate the use of role models, extensive mentoring interactions, and development of a culturally relevant specialization in an undergraduate STEM major, namely the Sustainability major in the Department of Sustainability and Environment at the University of South Dakota (USD). Further, the project will be enhanced through the development, implementation, and study of STEM faculty learning communities and training built around innovative, culturally relevant, and evidence-based pedagogies. Project components will provide academic, cultural, and social support for students as they navigate critical transition points in their persistence to graduation. Project findings and outcomes will provide important contributions to the understanding and mitigation of the disproportionate impact of COVID-19 on students historically marginalized in STEM, especially students from Indigenous populations. These findings and outcomes will be disseminated at several levels, ranging from local to national.The underlying goal of the project is to increase enrollment and persistence of Native American students in sustainability-focused STEM education at USD. The project will take a multi-faceted, multi-level approach by: (1) enhancing Native American presence in the STEM faculty; (2) using a multiple-mentor model that provides holistic cultural, academic, social, and financial support to Native American students; (3) offering a new, culturally relevant specialization within the undergraduate Sustainability major; (4) increasing institutional capacity and infrastructure to improve retention and persistence of students who have traditionally been marginalized in STEM education; (5) developing and expanding partnerships with Tribal Colleges, and (6) adding to the knowledge base with respect to the implementation and impact of cultural, academic, social, and financial support systems for Native American students during critical transitions in STEM education. The project will feature and investigate how project activities impact student persistence and success at several critical transition points that include entering first-year students, entering students from tribal colleges, and beginning masters and doctoral students. Through an extensive evaluation study led by an external evaluator, the impacts of project components and resources will be assessed and new knowledge will be generated, especially in connection with Native American student retention, success, and persistence to graduation. In addition, new results will emanate from the project regarding how to mitigate the disproportionate impact of COVID-19 on students from underrepresented groups. With the employment of interviews, surveys, and pre- and post-questionnaires, the evaluator will implement project evaluation through a developmental, iterative evaluation approach throughout the project to support strategic learning and continuous adaptation and improvement. Project stakeholders will disseminate results, outcomes, and the developed model framework through publications, professional conferences, and professional communities, including, for example, the American Indian Science and Engineering Society (AISES) and the Society for the Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS).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.

该奖项的全部或部分资金根据《2021 年美国救援计划法案》（公法 117-2）提供。该项目将通过增加美国原住民学生在科学、技术、工程和数学 (STEM) 领域的参与和成功以及改善所有学生的 STEM 教育来服务于国家利益。 该项目将结合榜样的使用、广泛的指导互动以及本科 STEM 专业（即南达科他大学（USD）可持续发展与环境系的可持续发展专业）的文化相关专业的发展。此外，该项目将通过开发、实施和研究 STEM 教师学习社区以及围绕创新、文化相关和循证教学法的培训来加强。项目组成部分将为学生在坚持毕业的关键过渡点提供学术、文化和社会支持。项目调查结果和成果将为理解和减轻 COVID-19 对历史上在 STEM 中被边缘化的学生（尤其是原住民学生）造成的过度影响做出重要贡献。这些调查结果和成果将在从地方到国家的多个层面上传播。该项目的根本目标是提高美国原住民学生在 USD 注重可持续发展的 STEM 教育的入学率和坚持程度。 该项目将采取多方面、多层次的方法：(1) 增强美国原住民在 STEM 教师队伍中的影响力； (2) 采用多导师模式，为美国原住民学生提供全面的文化、学术、社会和经济支持； (3) 在本科可持续发展专业中开设一个新的、与文化相关的专业； (4) 提高机构能力和基础设施，以提高传统上在 STEM 教育中被边缘化的学生的保留率和坚持性； (5) 发展和扩大与部落学院的合作伙伴关系，(6) 增加关于在 STEM 教育关键转型期间对美国原住民学生的文化、学术、社会和财务支持系统的实施和影响的知识库。该项目将重点介绍和调查项目活动如何影响学生在几个关键过渡点的坚持和成功，包括进入一年级学生、进入部落学院的学生以及刚开始的硕士和博士生。通过由外部评估员领导的广泛评估研究，将评估项目组成部分和资源的影响，并产生新知识，特别是与美国原住民学生的保留率、成功和坚持毕业有关的知识。此外，该项目还将就如何减轻 COVID-19 对代表性不足群体的学生造成的不成比例的影响产生新的结果。通过访谈、调查、事前和事后问卷等方式，评估人员将在整个项目过程中通过发展性、迭代性评估方法实施项目评估，以支持战略学习和持续适应和改进。项目利益相关者将通过出版物、专业会议和专业社区（包括美国印第安人科学与工程学会 (AISES) 和奇卡诺人/西班牙裔和美洲原住民科学促进会 (SACNAS)）传播成果、成果和开发的模型框架。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和能力进行评估，被认为值得支持。 更广泛的影响审查标准。