Math Skills and Affective Domain Interventions to Improve Success for Female Students in Geoscience Classes

在本科生和劳动力中，妇女在地球科学领域的代表性仍然不足。然而，在确定降低妇女在地球科学领域的持久性的障碍方面，研究有限。该项目将研究数学是否是女生在地球科学领域坚持和成功的障碍。本计画的结果可提供资料，以提高学生在地球科学课程的表现，并改善地球科学专业的持续性。 通过这种方式，该项目旨在支持扩大妇女参与地球科学领域的总体目标。缺乏数学技能和/或消极的情感领域因素可能会影响女生在地球科学入门课上的表现，并降低她们对地球科学专业的坚持。该项目将确定成功的教学干预措施，最大限度地提高女生在地球科学课上的表现和在地球科学专业的坚持。 为实现这一目标，该项目提出了两个具体目标。 第一个目标是发展和实施数学技能和情感领域的干预措施，在地球科学类。该项目计划采取三项干预措施。 干预措施A将侧重于改善情感特征（例如，提高自我效能;减少焦虑）。 干预B将通过“你需要的数学，当你需要它”模块提供数学学术支持。 这些模块是由一个项目调查员开发的，并通过科学教育资源中心公开提供。 干预C将联合收割机结合情感和数学支持干预。第二个目标是研究这些干预措施对学生在地球科学课上的表现和地球科学的持久性的影响。这项研究的结果将确定三种干预措施对学生成绩的影响，包括哪种干预措施在提高女本科生的成绩方面最成功。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。

Women continue to be underrepresented in the geosciences at the undergraduate level and in the workforce. Yet, there has been limited research to identify barriers that decrease persistence of women in geoscience fields. This project will examine whether or not math is a barrier to female student persistence and success in geosciences. Results of this project may provide information that can be used to increase student performance in geoscience courses and improve persistence in the geoscience majors. In this way, the project aims to support the overarching goal of broadening participation of women in geoscience fields. A lack of math skills and/or negative affective domain factors may affect female students' performance in introductory geoscience classes and reduce their persistence in a geoscience major. This project will identify successful instructional interventions that best improve female students' performance in geoscience classes and persistence in a geoscience major. The project proposes two specific objectives to accomplish this goal. The first objective is to develop and implement math skills and affective domain interventions in geoscience classes. The project plans three interventions. Intervention A will focus on improving affective characteristics (e.g., increase self-efficacy; reduce anxiety). Intervention B will provide academic support in math via "The Math You Need, When You Need It" modules. These modules were developed by one of the project investigators and are publicly available through the Science Education Resource Center. Intervention C will combine both affective and math support interventions. The second objective is to examine the impact of these interventions on student performance in geoscience classes and persistence in geoscience. Results of this study will identify the impact of the three interventions on student performance, including which intervention is most successful in improving the performance of female undergraduate students.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.