Collaborative Research: Numeracy Infusion for College Educators (NICE)

定量推理(QR)是指以一种涉及批判性思维技能的方式对数字和数据进行的情境化使用，对于明智的决策、职业发展和充分参与公民生活至关重要。大多数学生没有足够的机会学习个人和职业成功所需的二维码技能，这一劣势在代表人数较少的少数族裔学生中尤为严重。为响应这一需求，两所为拉美裔服务的机构(HSI)--霍斯托斯社区学院和雷曼学院--将为这两所机构的24名教职员工和布朗克斯社区学院教职员工(也是HSI)实施一项职业发展(PD)项目--大学教育工作者数字灌输(NICE)。该项目将建立在以前工作的基础上，在这些工作中，教职员工学会了如何将QR注入从生物、化学和数学到非洲和非裔美国人研究、历史和政治学的各种课程。在该项目的过程中，教职员工志愿者将参加为期10周的强化暑期计划或学年期间提供的为期10个月的计划。NICE项目将教授教师如何(A)在其学科范围内应用QR，(B)阐明QR学习目标和目的，(C)纳入QR教学的最佳实践，(D)调整和实施将QR注入课程教学的策略，以及(E)评估QR举措的有效性。在本科生QR教学中被证明有效的同样的渐进式教学方法将被用于NICE项目中的教师；具体地说，教师将利用真实世界的数据进行积极和协作的学习。为了建立QR中教师PD的适应性模型，提供延长学年体验和更密集的夏季体验之间的比较，该项目团队将专注于三个关键研究问题：(1)NICE计划如何提高教师的QR教学能力？(2)NICE计划如何影响教师将QR融入他们的课程教学？以及(3)教师参与NICE如何转化为纽约州立大学学生真正的QR学习收获？

Quantitative reasoning (QR), the contextualized use of numbers and data in a way that involves critical thinking skills, is essential for informed decision making, career advancement, and full participation in civic life. Most students do not have sufficient opportunities to learn the QR skills needed for personal and professional success, and this disadvantage is particularly acute among students from underrepresented minority populations. In response to this need, two Hispanic-Serving Institutions (HSIs), Hostos Community College and Lehman College will implement a professional development (PD) project, Numeracy Infusion for College Educators (NICE), for 24 faculty in those two institutions along with Bronx Community College faculty (also an HSI). The project will build on prior work in which faculty members learned how to infuse QR into courses ranging from biology, chemistry, and mathematics, to African and African-American studies, history, and political science.Over the course of the project, faculty volunteers will participate either in an intensive 10-week summer program or in a 10-month program offered during the academic year. The NICE project will teach faculty how to (a) apply QR within the context of their subject areas, (b) articulate QR learning goals and objectives, (c) incorporate best practices for teaching QR, (d) adapt and implement strategies for infusing QR into course instruction, and (e) assess the effectiveness of QR initiatives. The same progressive teaching methods that have proven effective in undergraduate QR instruction will be used to teach faculty within the NICE program; specifically, faculty will engage in active and collaborative learning using real-world data. Toward establishing an adaptable model for faculty PD in QR that offers a comparison between an extended academic year experience and a more intense summer-only experience, the project team will focus on three key research questions: (1) How does the NICE program enhance the QR teaching abilities of faculty? (2) How does the NICE program impact faculty efforts to infuse QR into their course instruction?; and (3) How does faculty participation in NICE translate into real QR learning gains among CUNY students?