Building Undergraduate Capacity in STEM at a Hispanic Serving Institution utilizing Culturally-Relevant Instruction with Micro-Credentialing

在改进的本科生STEM教育：拉美裔服务机构(HSI计划)的支持下，该Track 1项目旨在创建和分析一个支持性的综合系统，以建设HSI在STEM领域的本科生能力。该项目将支持STEM中服务不足和代表性不足的个人，通过以下方式提高就业能力和在劳动力中的代表性：(A)对高等教育STEM教职员工和研究生教学助理进行与文化相关的教学方法培训；(B)将评估数字化，增加对学生的同行辅导；以及(C)纳入小额证书和行业实习。这种与文化相关的教学方法将被整合到跨越多个STEM学科的本科核心课程中，每年提供约9,500名学生。该项目还旨在加强本科生STEM教育，并在通常可能得不到高水平资金的高等专科学校建设能力。为此，研究人员将致力于通过技术和教学交流活动，包括每年举办的暑期培训讲习班，传播开发的教学方法。该项目旨在：(A)分析与文化相关的培训对本科教师、研究生助教和同伴导师的影响，这些培训与学习者的成就、参与度和学位获得有关；(B)使用和完善评估基础设施，以促进学生在HSIS的学习、保留、进步和毕业；(C)创建一个自动化的微型认证工具，提供进入社区实习的途径，同时发展学生的自我效能；以及(D)开发与文化相关的课程材料，以培训STEM教员、研究生助教和同行导师。该项目将推进与STEM中与文化相关的教学活动、同行辅导和包括微型证书在内的体验式学习机会的研究。本研究收集的数据包括一般工程自我效能量表(GESES)、文化反应性教学自我效能感(CRTSE)和文化反应性教学结果期望(CRTOE)。此外，所有参与者的焦点小组和调查研究将提供可靠的信息，以告知STEM教育利益相关者。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 create and analyze a supportive comprehensive system to build undergraduate student capacity in STEM fields at HSIs. The project will support underserved and underrepresented individuals in STEM to increase employability and representations in the workforce by (a) training higher-education STEM faculty and graduate teaching assistants in culturally-relevant instructional approaches, (b) digitizing assessments and increasing peer-tutoring for students, and (c) incorporating micro-credentialing and industry internships. The culturally-relevant instructional approach will be integrated into undergraduate core courses spanning multiple STEM disciplines for delivery of approximately 9,500 students annually. This project also aims to enhance undergraduate STEM education and build capacity at HSIs that typically may not receive high levels of funding. To this end, the investigators will work to transport the developed pedagogy through technical and instructional exchange activities including a summer training workshop conducted annually.The project aims to: (a) analyze the impact of culturally-relevant training for undergraduate faculty, graduate teaching assistants, and peer mentors related to learner achievement, engagement, and degree attainment; (b) employ and refine an assessment infrastructure to promote student learning, retention, advancement, and graduation at HSIs; (c) create an automated micro-credentialing tool that would provide access to community internships while developing student self-efficacy; and (d) develop culturally-relevant curricular materials to train STEM faculty, graduate teaching assistants, and peer tutors. The project will advance research related to culturally-relevant instructional activities in STEM, peer-tutoring, and experiential learning opportunities inclusive of micro-credentialing. Data collected in this research includes the following scales: General Engineering Self-Efficacy Scale (GESES), Culturally Responsive Teaching Self-Efficacy (CRTSE), and Culturally Responsive Teaching Outcome Expectancy (CRTOE). Additionally, focus groups and survey research of all participants will provide a robust information to inform STEM educational stakeholders.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.