Building Capacity for Student Success in Science and Math: Culturally Responsive Teaching and Professional Engagement

在改进的本科生STEM教育：拉美裔服务机构(HSI)计划的支持下，这个Track 1项目旨在将与文化相关的教学方法纳入生物、数学和物理学士学位课程。这些学科有充分的机会改善不同人群的本科STEM学生的招生和教育。德州路德大学是一所小型的文科HSI，旨在提高STEM学生在这些学科上的留存、坚持不懈和成功。为了实现这一目标，该项目将使用一种综合方法，将教师在与文化相关的教学中的发展、STEM学生早期参与教师指导的研究、外展体验和家庭参与结合起来。该项目将检验这样一种假设，即让学生参与早期研究经验将增加留住、毕业和毕业后的职业成功。该项目旨在提高学业成绩，增加获得STEM学位的本科生人数，特别是来自代表性不足群体的学生。该项目的重点是从高中到严格的学院或大学STEM学位课程的关键过渡。该项目计划通过将STEM课程与文化相关的教育学原则结合起来，包括身份形成、社会公正和公平以及对文化偏见和障碍的理解，通过这一过渡提高学生的成功。该项目将研究这种整合对STEM本科生留存和成功的影响。将对定量和定性数据进行分析，以了解课程、联合课程和课外干预对留存和毕业的影响。预计这些结果将确定高度有效的实践组合，以提高STEM学科学生的参与度、坚持性和成功，并关注代表人数不足的群体的学生。数据收集方法将包括调查、焦点小组、访谈和对机构指标的审查。将使用参与该项目干预措施的参与者和未参与该项目的学生的比较数据进行分析，目的是确定影响学生认识论和认同感发展的相关性和可能的因果关系，以及他们在STEM中的整体成功。该项目希望它的学生支持模式可以被其他打算提高STEM学生成功的机构使用或调整。这项工作的发现和见解有可能产生关于如何将不同的学生纳入科学职业生涯以及如何提高所有学生的文化意识的知识。该HSI项目旨在加强高等专科学校本科生STEM教育和能力建设。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。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI) Program, this Track 1 project aims to incorporate culturally relevant teaching methods into baccalaureate degree programs in Biology, Mathematics, and Physics. These disciplines have well-documented opportunities to improve recruitment and education of undergraduate STEM students from diverse populations. Texas Lutheran University, a small liberal arts HSI, aims to increase STEM students’ retention, persistence and success in these disciplines. To achieve this aim, the project will use an integrated approach that combines faculty development in culturally relevant teaching, early engagement of STEM students in faculty-mentored research, outreach experiences, and family engagement. The project will examine the hypothesis that engaging students in early research experiences will increase retention, graduation, and post-graduation career success. The project seeks to improve the academic performance and increase the number of undergraduate students who earn STEM degrees, particularly students from underrepresented groups. The project focuses on the critical transition from high school into rigorous college or university STEM degree programs. The project plans to improve success of students through this transition by integrating STEM curricula with the tenets of culturally relevant pedagogy, including identity formation, social justice and equity, and understanding of cultural biases and barriers. The project will study the effect of this integration on STEM undergraduate student retention and success. Quantitative and qualitative data will be analyzed to understand the influence of curricular, co- curricular, and extracurricular interventions on retention and graduation. It is anticipated that these results will identify highly effective combinations of practices for improving participation, persistence, and success of students in STEM disciplines, with attention to students from underrepresented groups. Data collection methods will include surveys, focus groups, interviews, and review of institutional metrics. Comparative data from participants involved in the project’s interventions and non-participating students will be used for analysis, with the goal of identifying correlations and possible causative relationships that impact students’ epistemological and identity development, and their overall success in STEM. The project expects that its model of student supports can be used or adapted by other institutions that intend to increase STEM student success. The findings and insights from this work have the potential to generate knowledge about how to include diverse students in science careers and also about how to increase the cultural awareness of all students. This HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate new knowledge on how to achieve these aims.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.