Transforming Undergraduate Teaching and Learning Through Culturally Sustaining, Active, and Asset-Based Approaches to Introductory Science Courses

在改善本科STEM教育：西班牙裔服务机构（HSI计划）的支持下，这个第一轨道项目旨在增加STEM的多样性、包容性和保留率。它将通过改变本科科学入门课程的教与学来实现这一目标。代表性不足的学生进入高等教育和STEM领域时，拥有丰富的文化资本和适应能力，支持他们在要求高和创新的学科中取得成功。该项目旨在通过包容和肯定STEM学习机会来利用这些资产，增强本科生的STEM身份。为此，该项目将在入门科学课程中实施教学创新，并创建一个致力于教学变革的教师学习社区。拟议的课程改进有可能提高STEM专业的保留率和毕业率，并可作为加州州立大学系统和其他机构的复制模式。该项目的目标是支持本科学生，特别是西班牙裔和其他未被充分代表的少数民族学生，在大学的前两年，这是STEM流失率最高的时期。项目目标包括在科学导论课程中实施培养社区发展、归属感和学术包容性的教学体验。该项目的研究计划旨在检查学生在STEM入门课程中的经历，并评估支持STEM学习和STEM身份构建的教学方法。本研究可为课程改革的适应性和可持续性提供新的认识。方法论方法包括定性（如学生访谈）和定量（如调查、课程统计）数据源，以全面捕捉学生的经历、学习和身份轨迹。该项目采用了一种新颖的方法来进行本科课程转型，该方法借鉴了基于证据和主动学习的STEM教学方法，以及文化可持续和基于资产的教学法。该项目的研究结果有可能提高对本科STEM教育的认识，并促进可持续的制度改进。HSI计划旨在加强HSI的本科STEM教育和能力建设。HSI计划支持的项目也将产生如何实现这些目标的知识。该奖项反映了美国国家科学基金会的法定使命，并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，被认为值得支持。

With support from Improving Undergraduate STEM Education: Hispanic Serving Institutions (HSI program), this Track 1 project aims to increase diversity, inclusion, and retention in STEM. It will do so by transforming teaching and learning in introductory undergraduate science courses. Underrepresented students enter higher education and STEM fields with a wealth of cultural capital and resilience that supports their success in demanding and innovative disciplines. This project aims to leverage those assets through inclusive and affirming STEM learning opportunities that enhance undergraduate students' STEM identities. To this end, the project will implement teaching innovations within introductory science courses and create a faculty learning community committed to instructional transformation. The proposed course improvements have the potential to increase retention and graduation rates in STEM majors and to serve as a model for replication across the California State University system and other institutions.The goal of this project is to support undergraduate students, particularly Hispanic and other underrepresented minority students, during the first two years of college when attrition rates from STEM are highest. Project objectives include implementing teaching and learning experiences that cultivate community development, sense of belonging, and academic inclusivity in introductory science courses. The project’s research plan is designed to examine student experiences in introductory STEM courses and assess the pedagogical approaches that support STEM learning and STEM identity construction. This research can contribute new knowledge about the adaptability and sustainability of curricular reforms. Methodological approaches include both qualitative (e.g., student interviews) and quantitative (e.g., surveys; course statistics) data sources to holistically capture student experiences, learning, and identity trajectories along their undergraduate pathways. The project uses a novel approach to undergraduate course transformation that draws from both evidence-based and active learning approaches to STEM instruction, as well as culturally sustaining and asset-based pedagogy. Findings from this project have the potential to advance knowledge about and promote sustainable institutional improvements of undergraduate STEM education. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate 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.