How are students' academic and affective success impacted by faculty training in Universal Design for Learning?

在改进的本科生STEM教育：西班牙裔服务机构(HSI计划)的支持下，这个Track 1项目旨在提高两个HSI的本科生科学课程的成功。提高所有学生的成就，特别是那些传统上被边缘化背景的学生，对于增加科学领域的多样性至关重要。为了解决这一问题，该项目将培训STEM教师学习通用学习设计(UDL)的原则，这些原则是众所周知的，支持学生的学习。教师学习社区(FLC)将培训教师使用UDL原则设计课程活动，然后使用调查来衡量他们在教学实践中的使用程度。这些将与实施和学生结果相关，包括a)学术成功，b)对科学的兴趣，以及c)对科学入门课程的归属感。学术数据将从教师在参加FLC之前、期间和之后教授的课程中收集，最长可达三年。学生的兴趣和归属感将通过调查进行衡量。将确定不同人口群体在确定普遍定期审议原则的有效性和公平性方面的结果差异。FLC学习和实施UDL的模式有望改善学生在科学课程中的成绩，未来可以在其他机构采用。这一试点项目的目标是提供一个教师学习社区(FLC)的多个队列，以培训和指导教师在两个HSI的科学和数学入门课程中实施通用学习设计(UDL)原则。研究问题是，“教师在科学和数学入门课程中使用通用学习设计原则对学生的学业和情感成功有何影响？”对教师和学生报告教师实施UDL原则的程度的衡量将与学生在FLC之前、期间和之后的课程成功相关。学生的成功将通过学术指标(课程DFW率)和情感指标(学生对STEM的兴趣、归属感和基于UDL的活动的价值)来确定。将通过确定不同人口群体之间学生成绩(学业和情感)的差异，确定UDL原则在多大程度上支持课程公平。预计UDL原则的整合将使绝大多数学生在学业上受益，课程将变得更加公平(公平差距缩小就是明证)，学生，特别是那些来自传统上被边缘化背景的学生，将显示出更多的情感收获。鉴于入学人数下降、DFW比率高和公平差距大，以及STEM课程目前缺乏适应文化的教学实践，对循证职业发展的执行情况进行调查尤为重要。这一项目成果的传播可被用来激励其他机构更广泛地采用普遍定期报告--财务报告模式。这将向未来的STEM专业教员和潜在的非STEM教员通报发展活动。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 improve student success in undergraduate science courses at two HSIs. Improving the success of all students, particularly those from traditionally marginalized backgrounds, is critical to increasing diversity in the sciences. To address this, the project will train STEM faculty in the principles of Universal Design for Learning (UDL), which are known to support student learning. A Faculty Learning Community (FLC) will train instructors to design course activities using UDL Principles and then use surveys to measure the extent to which they are used in their teaching practice. These will be correlated with implementation and student outcomes, including a) academic success, b) interest in the sciences, and c) a sense of belonging in introductory science courses. Academic data will be collected from courses faculty teach before, during, and after their participation in the FLC, for up to three years. Students' interest and sense of belonging will be measured with surveys. Differences in the outcomes of different demographic groups to determine the efficacy and equity of UDL Principles will be identified. The FLC model for learning about and implementing UDL is expected to improve student outcomes in science courses, which can be adopted at other institutions in the future.The goal of this pilot project is to offer multiple cohorts of a Faculty Learning Community (FLC) to train and guide faculty to implement Universal Design for Learning (UDL) Principles in introductory science and math courses at two HSIs. The research question is, “How are students’ academic and affective success impacted by faculty use of Universal Design for Learning Principles in introductory science and math courses?” Measurement of the extent to which faculty and students report that faculty have implemented UDL principles will be correlated to student success in their courses before, during and after the FLC. Student success will be determined with academic measures (course DFW rates) and affective measures using surveys (student interest in STEM, sense of belonging, and value of UDL-based activities). A determination of the extent to which UDL Principles support equity in courses by identifying any differences in student outcomes (academic and affect) among different demographic groups will be conducted. It is expected that integration of UDL Principles will benefit a vast majority of students academically, that courses will become more equitable (as evidenced by decreased equity gaps), and that students, particularly those from traditionally minoritized backgrounds, will demonstrate increased affective gains. The investigation of the implementation of evidence-based professional development is particularly important, given declining enrollments, high DFW rates and equity gaps, and the current lack of culturally responsive pedagogical practices in STEM courses. Dissemination of the results of this project can be used to inspire broader adaptation of the UDL-FLC model at other institutions. This will inform future STEM faculty professional and potentially non-STEM faculty of development activities. 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.