HSI Implementation and Evaluation Project: Incorporating Research-Related Activities in Developmental Math to Increase A.S. STEM Graduates

在改善本科STEM教育：西班牙裔服务机构（HSI计划）的支持下，这条轨道2：IEP旨在增加理学学士学位STEM毕业生的数量。这将通过将发展数学课程修订为基于问题的学习理论来实现，该理论得到了研究的支持，以提高课程的成功率和学生的保留率。该项目由圣哈辛托学院（SJC）领导，这是一所西班牙裔服务机构两年制社区学院，位于休斯顿大都市区，那里的学术成就很低。STEM教育是优先事项，西班牙裔或拉丁裔学生占所有STEM专业的59%。休斯顿的能源、医疗和航空航天行业依赖于STEM毕业生，需要更合格、更多样化的STEM劳动力。该项目将试点重新设计课程的发展数学课程，其中有一个在课堂上的过渡，从一个非学分轴承发展介绍代数课程学分轴承大学代数课程。其目的是保留STEM专业，并影响他们在STEM途径的进展。预期成果包括提高少数民族学生完成试点课程的成功率;提高STEM专业的毕业率;提高试点课程完成后参加STEM管道科学课程的学生比例;让更多的学生参与STEM研究;通过莱斯大学数学暑期研究所增加项目影响力，该研究所为数学教师提供基于问题的学习技术方面的专业发展，并举办一个公开的项目成果网站。该项目假设，采用由四年制研究型大学共同设计的基于问题的学习理论的课程的社区大学将提高学生参与度，保留率和代表性不足的少数STEM学生的学业成功。该项目有三个目标：（1）在发展数学中提供以科学为基础的学习策略，以提高学生的参与度和保留率，（2）在独特的合作教学模式中提高教师对教学和学习策略的认识，以及（3）提高学生的成功率，以积极影响学生坚持STEM专业科学课程的决定。两个核心组成部分是（1）为SJC教师创建暑期数学研究所（SIM），由莱斯大学塔皮亚卓越与公平中心提供便利，（2）实施新的SJC数学课程，学生参与者的课堂参与增长，并更加关注后续科学课程所需的关键数学内容。SIM将通过为SJC数学教师提供密集的教学课程，专注于循证理论，为课程开发提供专门的时间，并在赖斯提供研究实验室图尔斯之旅，以观察当前研究进展中的数学原理，旨在在STEM途径的早期实施创新课程。将促进混合方法评估，以衡量干预措施的有效性，以协助项目管理人员确定SJC教师和学生的干预措施的最有利方面。HSI计划旨在加强本科STEM教育，扩大STEM的参与，并建立HSI的能力。实现这些目标，鉴于不同的性质和背景下的HSIs，需要创新的方法，激励机构和社区转型，促进基础研究（一）参与学生学习，（二）关于如何有效地多样化和增加STEM的参与，以及（三）提高我们对如何在HSIs建立机构能力的理解。HSI计划所支持的项目也将从这些方法中汲取经验，以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 the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 2: IEP aims to increase the number of Associate of Science degree STEM graduates. This will be achieved through revising a developmental math course onto a problem-based learning theory, which is supported by research to increase course success and student retention. The project is led by San Jacinto College (SJC), a Hispanic Serving Institution two-year community college located in the Houston metropolitan area where academic attainment is low. STEM education is a priority and students of Hispanic or Latino origin comprise 59% of all STEM majors. Houston’s energy, medical, and aerospace industries rely on STEM graduates, and need a more qualified and diverse STEM workforce. This project will pilot redesigned curriculum for a development math course which has an in-class transition from a non-credit bearing developmental introductory algebra course to a credit bearing college algebra course. The intent is to retain STEM majors and influence their progression in STEM pathways. Expected outcomes include improving pilot course completion success rates for minority students; increase graduation rates of STEM majors; increase percentage of students enrolling in a STEM pipeline science course after pilot course completion; engaging more students in STEM research; increase project impact through the Rice University Summer Institute in Math that provides math faculty professional development in problem based learning techniques and hosting a public website of project results. This project hypothesizes that community colleges that adopt curriculum built on the problem-based learning theory co-designed by a four-year research university will improve student engagement, retention, and academic success for underrepresented minority STEM students. The project has three goals: (1) provide science-based learning strategies in developmental math to improve student engagement and retention, (2) improve faculty awareness of teaching and learning strategies in a unique co-teaching model, and (3) increase student success rates to positively impact the students’ decision to persist into science courses for STEM majors. Two core components are the (1) creation of a Summer Institute in Mathematics (SIM) for SJC faculty, facilitated by Rice University’s Tapia Center for Excellence and Equity and (2) implementing a new SJC math curriculum, where student participants’ classroom involvement grows and an increased focus on key math content needed for subsequent science coursework is employed. SIM will focus on evidence-based theories via intensive pedagogy sessions for SJC math faculty, provide dedicated time for curriculum development, and offer research lab tours at Rice to observe math principles in current research advancements, with the intent to implement innovative curriculum early in the STEM pathway. A mixed-methods evaluation will be facilitated to gauge the effectiveness of the intervention to assist program administrators to identify the most advantageous aspects of this intervention for SJC faculty and students. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Projects supported by the HSI Program will also draw from these approaches to 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.