Broadening Participation Research: Investigating the Effects of a Linked, Interdisciplinary Learning Community Model on Achievement and Persistence of Black Males

本研究旨在探讨大学生认知和非认知量表（CSI）的结果在多大程度上可以预测大学一至三年级的持续性。 研究人员证明了基于理论的教学和学习概念在STEM中的有效性，他们使用了一种积极主动的方法来识别可能有学习困难风险的STEM学生，并根据建立学习社区的概念和实践进行干预。干预投入包括相互联系的跨学科常规课程，如生物学和口语交流，整合内容和应用课程;基于主题的跨学科研讨会，早期沉浸在研究中，并接受指导。该研究将研究和教育联系起来，并促进了对与提高黑人男性本科生在STEM中的成就和保留率相关因素的理解。本研究的理论基础是Tinto的偏离理论和情境认知理论。研究人员将调查（1）在多大程度上参与相关课程与更高的累积GPA，连续入学率和更高的完成率相关？(2)由大学生问卷测量的哪些动机因素可以预测可能有学习困难风险的STEM学生的学业成功和坚持？(3)跨学科学习社区的经验以何种方式改变了学生理解STEM课程材料的方法？以及（4）学生、教师和机构以何种方式从跨学科学习社区中受益？研究样本将包括所有即将入学的新生，他们将被置于两个比较条件之一中-那些没有参加跨学科学习社区的学生和预测学业困难分数在1-9之间的非STEM学生。比较回归不连续设计将用于分析干预效果的定量和定性措施。研究结果预计将告知有风险的本科生的干预措施的设计。这项研究得到了历史上黑人学院和大学本科项目的支持，扩大了STEM教育研究轨道的参与。该奖项反映了NSF的法定使命，并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，被认为值得支持。

This study is investigating the extent to which results from the College Student Inventory (CSI) cognitive and non-cognitive measures are predictive of persistence from the first to the third year of college. Researchers demonstrate the effectiveness of theory-based teaching and learning concepts in STEM by using a proactive means of identifying STEM students who may be at-risk for academic difficulty and applying an intervention based upon concepts and practices for establishing learning communities. The intervention inputs include linked interdisciplinary regular courses such as biology and oral communication that integrate content and application coursework; theme-based interdisciplinary seminars, early immersion into research, and receipt of mentoring. The study links research and education and advances understanding of factors associated with improving achievement and retention of Black male undergraduates in STEM. The study is grounded in Tinto’s Departure Theory and situated cognition theory. Researchers will investigate (1) to what extent was participation in the linked courses associated with higher cumulative GPAs, continuous enrollment, and higher completion rates?, (2) What motivational factors measured by the College Student Inventory predict academic success and persistence of STEM students who might be at-risk for academic difficulty? (3) In what ways has the interdisciplinary learning community experience changed students’ approaches to understanding STEM course materials? And (4) In what ways did students, instructors, and the institution benefit from the interdisciplinary learning community? The study sample will include all incoming freshmen who will be placed in one of two comparison conditions – those not enrolled into an interdisciplinary learning community and non-STEM students whose predicted academic difficulty scores range from 1-9. A comparative regression discontinuity design will be used to analyze the quantitative and qualitative measures of the effects of the intervention. The research results are expected to inform the design of interventions for at-risk undergraduate students. This study is supported by the Historically Black Colleges and Universities Undergraduate Program, broadening participation in STEM education research track.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.