Targeted Infusion Project: Overcoming the Mathematics Barrier

历史上的黑人学院和大学本科项目（HBCU- up）通过有针对性的输液项目支持基于证据的创新模式和方法的开发、实施和研究，以提高HBCU本科生在攻读STEM研究生课程和/或职业方面的准备和成功。LeMoyne-Owen学院建议通过在其数学课程中使用被称为“ALEKS”（代表知识空间的评估和学习）的智能自适应软件（als）来提高学生的数学成绩。该项目与全国各地的其他努力一致，旨在创新数学课程的授课方式，提高学生的成绩，从而增加在这些领域通常代表性不足的STEM学者的数量。它将深入了解人工智能对hbcu的影响。该项目以三门数学入门课程为目标，这三门课程是该校所有学生都要修的。如果成功，该项目将有助于降低数学课程的学生流失率，并最终提高保留STEM专业学生并获得STEM学位的人数。该项目的目标是通过利用基于技术的主动学习数学干预措施，提高LeMoyne-Owen学院学生参加数学课程的通过率。实现整体目标的三个目标是：(1)在三年内将数学补习课程（math011）的平均通过率提高20%；(2)创建一个有吸引力的系统，以支持那些进入大学时对大学水平数学准备不足的学生；(3)在三年内将STEM专业数学至大学代数的新生保留率提高20%。pi将在数学课程中采用循证学习教学法，将ALEKS作为一种安置工具，并在选定的数学课程中作为一种主动学习策略。现有的计算机实验室将被重新设计并指定为ALEKS实验室，学生可以从训练有素的同伴导师那里获得帮助。教师将可以访问实时数据，通过ALEKS仪表板监控学生的进度，并能够定制他们的上课时间，以满足最关键的需求。学生将能够通过强化的数学入门课程自我调整，并可能在两个学期内完成三门数学课程。此外，学生将在大一之前的夏天获得ALEKS安置工具。总而言之，该项目有望对STEM领域代表性不足的学生产生积极影响，并最终增加来自服务不足人群的STEM学者数量。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。

The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) through Targeted Infusion Projects supports the development, implementation, and study of evidence-based innovative models and approaches for improving the preparation and success of HBCU undergraduate students to pursue STEM graduate programs and/or careers. LeMoyne-Owen College proposes to enhance the performance of its students in mathematics by utilizing the intelligent adaptive software (iALS) known as “ALEKS” (which stands for Assessment and Learning in Knowledge Spaces) in its mathematics courses. The project is in line with other efforts across the nation that aim to innovate the delivery of mathematics courses and effect improved student performance that translates to increase numbers of STEM scholars who are typically underrepresented in those fields. It will provide insight into the impact of iALS at HBCUs. The project targets three introductory math courses that are taken by all students at the institution. If successful, this project will be integral to reducing the student attrition rate in math courses, and ultimately improve the numbers of STEM majors who are retained and graduate with STEM degrees. The goal of this project is to increase passing rates of LeMoyne-Owen College’s students who enroll in mathematics courses by utilizing technology-based, active learning math interventions. The three objectives that will accomplish the overall goal are as follows: (1) to increase the average pass rates for the remedial math course (MATH 011) by 20% above the baseline over three years; (2) to create an engaging system to support students who enter college underprepared for college level mathematics; and (3) to increase retention rates of freshmen STEM majors in mathematics through College Algebra by 20% above the baseline over three years. The PIs will adopt evidence-based learning pedagogy into the mathematics curriculum using ALEKS as both a placement tool and as an active learning strategy in the selected math courses. An existing computer lab will be redesigned and designated as the ALEKS lab where students can receive assistance from trained peer tutors. Faculty will have access to real-time data to monitor student progress through the ALEKS dashboard and be able to customize their class-times to address the most critical needs. Students will be able to self-pace through the enhanced, introductory math courses, and potentially complete three math courses in two semesters. Additionally, students will be provided access to the ALEKS placement tool during the summer prior to their freshman year. In sum, the project promises to positively impact students who are typically underrepresented in STEM fields, and ultimately increase the number of STEM scholars from underserved populations.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.