The Scientist Spotlights Initiative: Promoting Diversity and Inclusion through Development, Assessment, and Dissemination

科学家聚焦倡议：通过发展、评估和传播促进多样性和包容性

• 批准号: 9751919
• 负责人: Jeffrey Schinske
• 金额: $ 24.43万
• 依托单位: SAN FRANCISCO STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-01 至 2023-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9751919
• 关键词: Academy; Biological Sciences; Biology; California; Collaborations; Collection; Complement; Data; Databases; Development; Educational Curriculum; Enrollment; Intervention; Learning; Longitudinal Studies; Museums; Publications; Publishing; Research; San Francisco; Schools; Science; Scientist; Series; Stereotyping; Students; Time; Underrepresented Students; Universities; base; career; college; community college; education research; evidence base; experience; high school; instructor; interest; junior high school; learning materials; role model; school district; science teacher; service learning; symposium; teacher; tool; university student; web site

The Scientist Spotlights Initiative: Promoting Diversity and Inclusion in Science through Development, Assessment, and Dissemination of Curriculum Supplements that Bring Rare Science Role Models to Students Project Summary/Abstract San Francisco State University (SFSU) and Foothill Community College – in strong collaboration with the San Francisco public schools, the California Academy of Sciences, Story Collider, and Science Friday – propose The Scientist Spotlights Initiative: Promoting Diversity and Inclusion in Science through Development, Assessment, and Dissemination of Curriculum Supplements that Bring Rare Science Role Models to Students. Research into science identity, science belonging, stereotype threat, and possible selves suggests a lack of diverse representations of scientists is impeding traditionally under-represented students from persisting and succeeding in science from middle school through college. Access to diverse role models in science appears to be key; however, bringing diverse scientists directly to classrooms is simply not feasible as a regular part of the science curriculum. Science instructors at all levels – middle school, high school, community college, and university – are enthusiastic about promoting inclusion in science, bringing diverse role models to classrooms, and connecting these real scientists to students' learning experiences. However, few curricular materials currently exist that support teachers in regularly and systematically connecting diverse role models and science careers to students and the content they teach. In previous efforts, we have evaluated a series of metacognitive homework assignments – Scientist Spotlights – that featured counter-stereotypical examples of scientists in an introductory biology class at a diverse community college. Scientist Spotlights additionally served as tools to engage students in content, as scientists were selected to match topics covered each week. Research on the impact of Scientist Spotlight interventions revealed that these simple curriculum supplements shifted students' ideas towards counter-stereotypical descriptions of scientists and enhanced their ability to personally relate to scientists. As Scientist Spotlights require very little class time and complement existing curricula, they represent a promising tool for enhancing science identity, shifting stereotypes, and connecting content to issues of equity and diversity in a broad range of STEM classrooms, from middle school through university. Over 5 years, we anticipate developing, piloting, and assessing ~200 unique Scientist Spotlight curriculum supplements that would allow science instructors from middle to high school to community college to integrate diversity explicitly into their courses, engaging ~40 non-traditional college-level students/year and ~12 science teachers/year in implementing and assessing Scientist Spotlights in their classrooms with ~1,500 enrolled students, establishing service-learning courses to institutionalize these efforts, continuing our record of publishing research on such efforts with SEPAL postdoctoral scholars, producing an accessible Scientists Spotlights Initiative website to make materials widely available, and disseminating the effort in collaboration with school, museum, and media partners.

《科学家》聚焦倡议： 促进科学的多样性和包容性 通过课程的开发、评估和传播 为学生带来难得的科学榜样的补充剂 项目摘要/摘要 旧金山州立大学(SFSU)和Foothill社区学院-与 旧金山公立学校、加州科学院、Story Collider和科学星期五 -提出科学家聚光灯倡议：通过以下方式促进科学多样性和包容性 开发、评估和传播具有罕见科学作用的课程副刊 模特给学生看。对科学认同、科学归属、刻板印象威胁和可能性的研究 SELES表明，缺乏多样化的科学家代表正在阻碍传统上代表不足的科学家 学生从中学到大学都不能坚持和成功地学习科学。访问不同的 科学中的榜样似乎是关键；然而，将不同的科学家直接带到教室是关键 作为科学课程的常规部分根本不可行。各级理科教师--中级 学校、高中、社区学院和大学-都热衷于促进 科学，将不同的榜样带到课堂上，并将这些真正的科学家与学生的 学习经历。然而，目前支持教师定期学习的课程材料很少。 并系统地将不同的榜样和科学职业与学生和他们的内容联系起来 教书。在之前的努力中，我们评估了一系列元认知作业--科学家 聚光灯-以科学家在一所大学的生物入门课上的反刻板印象的例子为特色 多元化的社区学院。科学家聚光灯还充当了让学生参与内容的工具， 因为科学家被挑选出来与每周报道的主题相匹配。《科学家》的影响力研究 聚光灯干预显示，这些简单的课程补充将学生的想法转移到 消除了对科学家的刻板印象，增强了他们与科学家个人交往的能力。 由于科学家聚光灯只需要很少的上课时间，并且是对现有课程的补充，它们代表了 增强科学认同感、改变刻板印象并将内容与以下问题联系起来的有前途的工具 在从中学到大学的广泛的STEM课堂上，公平和多样性。完毕 5年内，我们预计将开发、试行和评估约200门独特的科学家聚焦课程 补充剂，允许从初中到高中到社区大学的科学教师 明确将多样性融入他们的课程，每年吸引约40名非传统大学水平的学生 和大约12名科学教师/年在课堂上实施和评估科学家的聚光灯 约1,500名注册学生，建立服务学习课程，使这些努力制度化，继续 我们与赛普拉斯博士后学者一起发表关于这种努力的研究记录，产生了一个 可访问的科学家关注倡议网站，使材料广泛可用，并传播 与学校、博物馆和媒体合作伙伴的努力。