Collaborating with Student Partners to Design, Implement, and Assess Equity-Minded and Research-Based Teaching and Learning Practices in Mathematics Undergraduate Courses

在改进的本科生STEM教育：拉美裔服务机构(HSI计划)的支持下，这个Track 1项目旨在设计、实施和评估UTRGV的学生作为学习者和教师(SALT)HSI计划。这个项目很重要，因为拉美裔美国人，特别是学习STEM专业的拉美裔女性，在大学毕业率方面存在种族和性别差异。SALT HSI是一种教学干预和创新，可以帮助留住学生和学生成功的努力，并在数学本科课堂上加强高质量和公平的教学实践。预计项目成果将改变知识的前沿，并为后续的研究研究和应用提供洞察力，这些研究和应用将通过公平思维和公平伦理的教学实践来集中学生的声音。这一项目的总体目标是评估一项创新干预的影响。在这项创新干预中，数学专业的本科生被称为“学生伙伴”，他们在数学课堂上与教师伙伴合作，作为合作者，为教学实践提供信息。研究计划采用定量和定性研究相结合的方法，包括等待名单控制小组设计，以探索一个研究问题，以增加对有效的STEM教育教与学实践的了解。研究问题探讨了以学生为中心的专业发展对(1)数学教师的心态信念、与文化相关的教学实践和批判意识(2)学生的归属感、心态信念和对数学教师课程教学行为的看法，以及(3)学生伴侣的心态信念、自我效能感和批判意识的影响。该项目旨在通过以下方式实现总体目标：1.确定以学生为中心的创新计划对数学教师的心态信念、与文化相关的教学行为和批评意识的影响；2.确定以学生为中心的创新计划对Latinx学生的重要性、归属感、心态信念和对教师心态信念的看法的影响；以及3.确定以学生为中心的专业发展计划对学生合作伙伴的归属感、教师心态信念和批评意识的影响。HSI计划旨在加强本科生STEM教育和HSI的能力建设。HSI计划支持的项目也将产生关于如何实现这些目标的新知识。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。

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 1 project aims to design, implement, and assess the Students as Learners and Teachers (SaLT) HSI program at UTRGV. This project is important due to the racial and gendered disparities in college completion rates among Hispanics, specifically Hispanic women majoring in STEM. SaLT HSI is a teaching intervention and innovation that can assist in retention and student success efforts and enhance high-quality and equitable instructional practices in mathematics undergraduate classes. The project outcomes are expected to transform frontiers of knowledge and provide insight for subsequent research studies and applications that center student voices through equity-minded and equity-ethic teaching and learning practices. The outcomes are not only expected to advance knowledge in teaching and learning but also have a broad and positive impact on the academic success of underrepresented STEM students in mathematics.The overall objective of this project is to evaluate the impact of an innovative intervention in which undergraduate students majoring in mathematics, termed "student partners," work with faculty partners in mathematics classes as collaborators to inform teaching and learning practices. The research plan integrates a mixed-methods approach by using quantitative and qualitative research, including a waitlist control group design, to explore a research question to increase knowledge about effective STEM education teaching and learning practices. The research questions explore what the impacts are of a student-centered professional development on (1) mathematics faculty members' mindset beliefs, culturally relevant teaching practices, and critical consciousness (2) students' sense of belonging, mindset beliefs, and perceptions of teaching behaviors in mathematics instructors' courses, and (3) student partners' mindset beliefs, self-efficacy, and critical consciousness. The project aims to achieve the overall objective by: 1. Determining the impact of an innovative student-centered program on mathematics faculty members' mindset beliefs, culturally relevant teaching behaviors, and critical consciousness; 2. Identifying the impact of an innovative student-centered program on Latinx students' mattering, sense of belonging, mindset beliefs, and perceptions of their instructors' mindset beliefs; and 3. Determining the impact of a student-centered professional development program on student partners' sense of belonging, perceptions of instructor's mindset beliefs, and critical consciousness. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate new knowledge on how to achieve these aims.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.