Project Visibility: Understanding the Experiences of Black Students in Active Learning Mathematics Courses in a Hispanic-Serving Institution Context

项目可见性：了解黑人学生在西班牙裔服务机构背景下主动学习数学课程的经历

• 批准号: 2337029
• 负责人: Charity Watson
• 金额: $ 72.87万
• 依托单位: Florida International University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-04-15 至 2027-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2337029&HistoricalAwards=false
• 关键词: Project; Visibility; Understanding; Experiences; Black

This project aims to serve the national interest by establishing practices that improve the experiences of Black students in active learning mathematics courses at a Hispanic-Serving Institution (HSI). This Level 2, Engaged Student Learning Track project will investigate the experiences of Black students in lower-division mathematics courses and design interventions that address barriers for student success in order to create supportive learning environments in these courses. Research shows that the use of student-centered, active learning techniques in introductory STEM courses leads to improved student outcomes. However, despite these improvements, achievement gaps still persist for racially minoritized students. This issue is highlighted for Black students attending HSIs where they may experience cultural mismatches and hostility through lack of support and minimal interaction with peers. Understanding the experiences of Black students in these courses is essential for creating support mechanisms and classroom structures that support the engagement and success of these students. This project will take place at Florida International University (FIU), a research-intensive HSI. Since 25% of all Black students in the US are enrolled at HSIs, FIU is an ideal setting for advancing the knowledge of experiences of Black students at these institutions who are enrolled in mathematics courses where they are expected to engage with their peers. The results of this project will inform classroom and instructional practices impacting more than 14,000 students enrolled each year in lower-division mathematics courses. Additionally, the investigation of Black students’ experiences and the resulting knowledge will serve to support more active learning approaches and efforts for equity and inclusion in mathematics courses at FIU and other higher education institutions.The project, conducted in multiple phases, will investigate Black students’ experiences in active learning introductory mathematics courses and create interventions with the goal of creating supportive learning environments. The investigation of student experiences will be conducted during the first qualitative phase of the project using interviews with Black students enrolled in mathematics courses which implement high levels of active learning and peer interaction. The goal for this phase will be to explore feelings of visibility and sense of belonging among these students in order to identify themes that will be used for the next phase of co-designing interventions with students. During the second phase, the findings from the initial phase will be discussed with students and Learning Assistants during focus groups to brainstorm potential interventions. As these interventions are designed, focus groups will be used to continually gain feedback and perspectives from students to evaluate the effectiveness of the interventions. The final phase will pilot, test, and evaluate the interventions. Results and findings from each phase will be disseminated to the mathematics and STEM education community to inform efforts to implement inclusive practices intended to lead to Black students feeling supported, acknowledged, and engaged. The NSF IUSE: EDU Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过建立改善黑人学生在西班牙裔服务机构（HSI）积极学习数学课程的经验的做法，为国家利益服务。这个2级，学生学习跟踪项目将调查黑人学生在低年级数学课程的经验，并设计干预措施，解决学生成功的障碍，以便在这些课程中创造支持性的学习环境。研究表明，在STEM入门课程中使用以学生为中心的主动学习技术可以提高学生的学习成绩。然而，尽管取得了这些进展，少数民族学生的成绩差距仍然存在。这个问题是突出的黑人学生参加HSIs，他们可能会经历文化不匹配和敌意，通过缺乏支持和最小的互动与同龄人。了解黑人学生在这些课程的经验是创建支持机制和课堂结构，支持这些学生的参与和成功至关重要。该项目将在佛罗里达国际大学（FIU），一个研究密集型的HSI进行。由于在美国所有黑人学生的25%都在HSIs注册，金融情报室是一个理想的设置，为推进黑人学生在这些机构的经验，谁是在数学课程注册，他们预计将与他们的同龄人从事的知识。该项目的结果将为影响每年参加低年级数学课程的14，000多名学生的课堂和教学实践提供信息。此外，对黑人学生的经验和由此产生的知识的调查将有助于支持更积极的学习方法和努力，促进公平和融入金融情报所和其他高等教育机构的数学课程，该项目分多个阶段进行，将调查黑人学生在积极学习入门数学课程方面的经验，并制定干预措施，以创造支持性学习环境。学生经验的调查将在该项目的第一个定性阶段进行，使用与黑人学生参加数学课程，实施高水平的主动学习和同伴互动的采访。这一阶段的目标是探索这些学生的可见性和归属感，以确定将用于与学生共同设计干预措施的下一阶段的主题。在第二阶段，将与学生和学习助理在焦点小组讨论初步阶段的调查结果，以集思广益潜在的干预措施。随着这些干预措施的设计，焦点小组将被用来不断获得反馈和学生的观点，以评估干预措施的有效性。最后阶段将对干预措施进行试点、测试和评估。每个阶段的结果和调查结果将分发给数学和STEM教育界，以告知实施包容性做法的努力，旨在使黑人学生感到支持，认可和参与。NSF IUSE：EDU计划支持研究和开发项目，以提高所有学生STEM教育的有效性。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。