RCN-UBE: Deepening and Expanding the Mission and Outcomes of the Re-Envisioning Culture Network

在获得生物科学本科学位的人数中，黑人的比例不成比例地偏低。这对科学创新有影响，因为它特别涉及美国境内的黑人。因此，该项目致力于通过专注于改变本科生物学教学和学习的文化和背景，来解决保留和录取生物科学黑人学生的挑战。这项工作在现有的重新构想文化网络的基础上，通过扩大成员，开发教学和辅导资源，培养智囊团，以促进对创新方法的持续调查，现有的尝试，以解决保留和录取黑人学生在本科STEM教育的挑战，往往提出的解决方案，重点是学生或教师发展。虽然有利于帮助黑人学生获得特定的资源和机会，但专注于学生发展的努力往往未能解决结构性和系统性的压迫形式，这些压迫形式明确和隐含地影响黑人学生的整体福祉，从而影响他们的成功。虽然教师发展的努力集中在人际和专业发展，支持包容性或以正义为导向的教学和辅导，这些努力往往无法提供有形的资源和持续的基础设施，以确保教师的成功实施，在他们的课堂空间说战略。在认识到这些挑战及其对黑人科学学习者和黑人社区的影响时，该项目旨在实施一种新的方法，该方法通过将生物学教学和学习置于黑人的关键，基于优势的框架内，努力改变本科生物学教育的文化和背景。利用关键的，基于优势的框架的黑人创建本科生物学课程，经验教训，评估和教学资源提供了机会，实施和检查的影响，科学内容，课堂风气和教学实践对黑人学生的成功。该项目将进一步探讨创新的方法，以解决与保留和录取黑人学生主办年度智库和社区战略努力的挑战。最后，该项目将促进新的网络和协作努力的形成，推进研究和教学集中在科学，技术，工程和数学教学和学习中的黑人本体认识论。该项目由生物基础设施部生物科学理事会和本科教育部教育和人力资源理事会共同资助，作为应对本科生物学教育中的愿景和变革所带来的挑战的努力的一部分：行动呼吁（网址：//visionandchange/finalreport/）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进行评估，更广泛的影响审查标准。

People who identify as Black are disproportionately underrepresented in the number of undergraduate degrees awarded in the biological sciences. This has implications for scientific innovations as it specifically relates to Black people within the United States. This project thus strives to address challenges with retaining and matriculating Black students in the biological sciences by focusing on transforming the culture and context of undergraduate biology teaching and learning. The work builds significantly on the existing Re-Envisioning Culture Network through expanding membership, development of the teaching and mentoring resources, fostering thinktanks to promote continued investigations into innovative approaches, and supporting newly formed collaborations that advance the network goals.Existing attempts to address the challenge with retaining and matriculating Black students in undergraduate STEM education often propose solutions that focus on either student or faculty development. While beneficial with helping Black students obtain specific resources and opportunities, endeavors focused on student development often fail to address structural and systemic forms of oppression that both explicitly and implicitly impact Black students’ holistic well-being and, thus their success. Though faculty development endeavors focus on interpersonal and professional development that support inclusive or justice-oriented teaching and mentoring, these endeavors often fail to provide tangible resources and sustained infrastructure to ensure faculty members’ successful implementation of said strategies within their classroom spaces. In recognizing these challenges and their implications for Black science learners and the Black community writ large, this project seeks to implement a new approach that strives to transform the culture and context of undergraduate biology education by situating biology teaching and learning within critical, strengths-based frameworks of Blackness. Leveraging critical, strengths-based frameworks of Blackness to create undergraduate biology curricula, lessons, assessments, and teaching resources presents the opportunity to implement and examine the impact that science content, classroom ethos, and pedagogical praxes have on Black students’ success. This project will further investigate innovative ways to address challenges with retaining and matriculating Black students by hosting annual thinktanks and community strategizing endeavors. Lastly, this project will facilitate the formation of new networks and collaborative endeavors that advance research and teaching focused on centering Blackness onto-epistemologies within science, technology, engineering, and mathematics teaching and learning. This project is being jointly funded by the Directorate for Biological Sciences, Division of Biological Infrastructure, and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts to address the challenges posed in Vision and Change in Undergraduate Biology Education: A Call to Action (http://visionandchange/finalreport/).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.