Building Quantitative Skills in Biology: An Equity-Sensitive Quantitative Biology Course via Multiple Institutions

女性对数学焦虑的感受不成比例，女性在数学方面的自我效能感也不成比例地较低。女性完成STEM要求的微积分序列的可能性也低于男性，调查表明，这种差异是由较低的信心而不是较低的准备或能力驱动的。 该项目旨在创建一个可输出和公平敏感的定量生物学课程，最大限度地减少与数学相关的不平等。本课程将由不同的机构教授和提供信息。这些机构包括一所四年制大学（华盛顿大学）、两年制学院（北西雅图学院和海岸线社区学院）和一个监狱教育项目（超越酒吧的大学）。这个项目将研究这门新课程是否减少了与数学相关的不平等。该课程将与更广泛的社区免费共享，以便其他机构可以实施或调整。该项目将开发一个新的公平敏感的定量生物学课程，在四个机构实施该课程，并评估学生的成绩和表现和影响的公平性。本定量生物学课程的开发将遵循“愿景与变革”原则。课程结构和内容的设计将通过采用循证技术来减少性别和文化偏见，从而促进公平。课程开发将通过其在四个机构的实施来了解，这四个机构在学生人口统计，机构类型和资源方面有所不同。将收集和分析课程前和课程后在应用定量技能方面的表现和影响。数据也将从生命科学学生谁采取了传统的定量技能要求，通常通过数学系收集。通过比较学生参加这一新课程的学生与参加传统课程的学生的表现，该项目试图收集证据，说明将定量技能纳入生命科学的影响。该项目还将调查对最大限度地减少学生中与数学相关的不平等的影响。该奖项反映了NSF的法定使命，并被认为是值得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的支持。

Math anxiety is disproportionately felt by women and women disproportionately report lower self-efficacy in math. Women are also less likely than men to finish STEM-required calculus sequences, and surveys suggest this difference is driven by lower confidence rather than lower preparation or ability. This project seeks to create an exportable and equity-sensitive quantitative biology course that minimizes math-associated inequities. This course will be taught and informed by a diverse set of institutions. The institutions include a four-year university (University of Washington), two-year colleges (North Seattle College and Shoreline Community College), and a prison education program (University Beyond Bars). This project will examine whether or not this new course decreases math-associated inequities. The course will be freely shared with the broader community so that it can be implemented or adapted by other institutions.This project will develop a new equity-sensitive quantitative biology course, implement the course at four institutions, and assess the course for student achievement and equity in performance and affect. Development of this quantitative biology course will be guided by "Vision and Change" principles. The course structure and content will be designed to promote equity by incorporating evidence-based techniques to mitigate gender and cultural biases. The course development will be informed by its implementation at the four institutions, which differ in student demographics, type of institution, and resources. Pre- and post-course performance and affect in applied quantitative skills will be collected and analyzed. Data will also be gathered from life science students who have taken the traditional quantitative skills requirements, typically through mathematics departments. By comparing performance of students taking this new course to students taking traditional courses, the project seeks to gather evidence on the impact of incorporating quantitative skills into the life sciences. The project will also investigate the impact on minimizing math-associated inequities among students. The course materials, modules, and gap-mitigation techniques will be freely disseminated.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.