Building Capacity: Polytechnic for All: STEM Undergraduate Success via an Inclusive Institution

改善本科STEM教育：西班牙裔服务机构计划（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。 这个项目在加州州立理工大学波莫纳分校，将通过开发和实施多方面的方法来提高学生的学习和成功的干推进HSI计划的目标。首先，该项目将比较两种不同的动机干预对学生学习的影响。 一种干预针对学生的课程材料是如何个人相关或在他们的生活中有用的感觉;另一种干预帮助学生认识到，对大学归属感的担忧是正常的，短暂的，并随着时间的推移而改善。其次，该项目将为教师创造机会，研究，设计和使用包容性的做法，包括主动学习。第三，该项目将研究以二年级工程课程为重点的同伴主导的补充教学计划的影响。项目活动和成果可以促进我们对教师如何学习创造一个包容性的课堂的理解。此外，该项目可以阐明不同的包容性方法对学生的学业成功，动机和福祉的影响。该项目旨在促进创造包容性的课堂环境。该项目将采用两种激励干预措施，旨在促进学生在关键过渡课程中取得STEM成功。一种干预措施侧重于增加学生对内容相关性的理解;另一种干预措施则针对学生在大学STEM课程中的社会归属感。为了评估动机干预的有效性，该项目将使用随机对照试验来确定这两种心理社会治疗如何影响一年级物理和微积分课程学生的学业成功和幸福感。教师专业发展工作的影响将与混合方法的方法，包括前后调查，教学策略库存，和采访检查。同伴主导的补充教学计划的影响将通过比较一组匹配的学生谁不参加该计划的结果来确定。该项目这方面的措施包括课程成绩，自我效能感，动机和内容知识。该项目将产生关于如何实施包容性STEM教学改革的新知识，这些改革基于对动机和社会心理因素的理解，这些因素导致学生在STEM中取得更大的成功。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

The Improving Undergraduate STEM Education: Hispanic-Serving Institutions Program (HSI Program) aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI program will also generate new knowledge about how to achieve these aims. This project at California State Polytechnic University, Pomona, will advance the aims of the HSI Program by developing and implementing a multi-faceted approach to enhance student learning and success in STEM. First, the project will compare the impact of two different motivational interventions on student learning. One intervention targets students' sense of how the course material is personally relevant or useful in their lives; the other intervention helps students realize that worries about belonging in college are normal, transient, and improve over time. Second, the project will create opportunities for faculty to study, design, and use inclusive practices, including active learning. Third, the project will study the impact of a peer-led supplemental instruction program focused on second-year engineering courses. The project activities and outcomes can advance our understanding of how faculty learn to create an inclusive classroom. Moreover, the project can illuminate the impact that different approaches to inclusiveness have on students' academic success, motivation, and well-being. This project aims to promote creation of inclusive classroom environments. The project will employ two motivational interventions that seek to promote student STEM success in critical transition courses. One intervention focuses on increasing students' understanding of how the content is relevant; the other targets students' sense of social belonging in college-level STEM courses. To assess the efficacy of the motivation interventions, the project will use randomized, controlled trials to determine how the two psychosocial treatments affect the academic success and well-being of students enrolled in first year physics and calculus courses. The impact of faculty professional development efforts will be examined with mixed methods approaches, including pre-post surveys, teaching strategies inventories, and interviews. The impact of the peer-led supplemental instruction program will be determined by comparing outcomes for a matched set of students who do and do not participate in the program. Measures for this facet of the project include course grades, sense of self-efficacy, motivation, and content knowledge. This project will generate new knowledge about how to implement inclusive STEM teaching reforms anchored in an understanding of motivation and social-psychological factors that lead to increased student success in STEM.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.