HSI Institutional Transformation Project: Building Community Success through Institutionalized and Culturally Responsive Support Systems

HSI 机构转型项目：通过制度化和文化响应的支持系统打造社区成功

• 批准号: 2247928
• 负责人: Steven Koether
• 金额: $ 224.19万
• 依托单位: Sam Houston State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-01 至 2028-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2247928&HistoricalAwards=false
• 关键词: HSI; Institutional; Transformation; Project; Building

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 3 project aims to provide instructors, teaching assistants, and peer tutors/mentors who teach and support STEM courses with professional development opportunities that will improve student grades and persistence. Through this professional development, the STEM instructional community (i.e., instructors, teaching assistants, and peer tutors/mentors) will gain the knowledge and skills to use evidence-based and culturally engaging practices in their learning spaces. The objective is to better serve and, ultimately, improve academic outcomes (i.e., course drops, grades, persistence) for students that experience the most academic inequities. Intentionally improving success for a diverse and talented, yet underserved, student population requires a commitment to the instructional community that teaches and supports students during early and pivotal moments in their academic careers. This instructional community includes instructors (largely non-tenure track), teaching assistants, and tutors/mentors that lead or assist instruction in lower-division, gateway, high needs, pre-requisite, and/or larger courses. While this instructional community has a large impact early on in students’ academic careers, they typically receive less support, guidance, and funding on college campuses. As such, many lack the time, energy, and resources to engage in professional development. A product of this discrepancy is that this population also receives less attention in the research literature. As a result, knowledge gaps surrounding the impact and development of this instructional community compound inequity in the students they serve. The expected outcomes for this project include quality instructional and culturally engaging professional development and improved academic outcomes.The question project proposes to answer is, will adequate funding, intentional support, and quality training in evidence-based and culturally engaging practices for the less privileged STEM instructional community (e.g., instructors, teaching assistants, and tutors/mentors) improve college success outcomes in the targeted courses? The project proposes to answer this question by offering competitive stipends and scholarships for the STEM instructional community to engage with three tiers of evidence-based, culturally engaging professional development. The project uses an intersectionality framework to inform professional development design, data collection, and data analysis. A recursive, action-oriented, mixed-method research emphasis will be employed based on academic outcomes, classroom observations, cultural engagement surveys, and qualitative contextualized inquiry for the continual improvement and success of the program and students. This project tackles a specific need identifiable by academic success data, one which promises to both have an immediate and direct impact on equitable student success at our institution. 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.

在改善本科STEM教育的支持下：西班牙裔服务机构（HSI计划），这个轨道3项目旨在为教师，助教和同伴导师/导师提供专业发展机会，以提高学生的成绩和持久性。通过这种专业发展，STEM教学社区（即，教师、教学助理和同侪导师/导师）将获得在其学习空间中使用循证和文化参与做法的知识和技能。目标是更好地服务，并最终提高学术成果（即，课程下降，成绩，坚持）的学生，经历最学术不平等。有意提高成功的多样化和有才华的，但服务不足，学生群体需要一个教学社区，教导和支持学生在他们的学术生涯的早期和关键时刻的承诺。这个教学社区包括教师（主要是非终身职位），助教和导师/导师，领导或协助教学较低的司，网关，高需求，先决条件，和/或更大的课程。虽然这个教学社区在学生的学术生涯早期有很大的影响，但他们在大学校园里通常得到的支持，指导和资金较少。因此，许多人缺乏时间，精力和资源来从事专业发展。这种差异的一个产物是，这一人群在研究文献中也受到较少的关注。因此，围绕这一教学社区的影响和发展的知识差距加剧了他们所服务的学生的不平等。该项目的预期成果包括高质量的教学和文化参与的专业发展和改善的学术成果。该项目提出要回答的问题是，是否有足够的资金，有意的支持，以及为弱势STEM教学社区提供基于证据和文化参与实践的优质培训（例如，教师，教学助理，导师/导师）提高大学的成功成果，在有针对性的课程？该项目建议通过为STEM教学社区提供有竞争力的津贴和奖学金来回答这个问题，以参与三个层次的循证，文化参与的专业发展。该项目使用一个交叉性框架，为专业发展设计、数据收集和数据分析提供信息。一个递归的，以行动为导向的，混合方法的研究重点将采用基于学术成果，课堂观察，文化参与调查和定性的情境化调查，以持续改进和计划和学生的成功。该项目解决了通过学术成功数据识别的特定需求，该数据有望对我们机构的公平学生成功产生直接和直接的影响。HSI计划旨在加强本科STEM教育，并建立HSI的能力。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。