HSI Pilot Project: Including others in the teaching and practice of STEM disciplines

在改进的本科生STEM教育：拉美裔服务机构(HSI计划)的支持下，这个Track 1项目旨在促进STEM学科教学的系统性变革，以缩小学习者、教育者和课堂上使用的教学材料之间的差距。这项工作的预期结果是通过培训增加教师的专业知识，促进STEM课堂的多样性和包容性，让STEM学生参与到由教师创建的文化肯定和反种族主义材料和活动中，并在开放的资源库中共享新创建的资源，以支持整个大学的STEM教师，并提高他们在文化肯定教学实践方面的教学技能。该项目建议将这一方法应用于纽约州立大学约翰杰刑事司法学院的七门STEM课程，从而促进STEM学科教学的体制变革，使之更好地代表拉美裔服务机构的学生群体。该项目的第一个目标是举办一个受激励的为期一年的STEM教师研讨会，在研讨会上，教师将学习反种族主义和包容性的教学方法，并讨论他们的角色和决定采取行动，以使学生在课堂上的声音多样化。研讨会的成果包括与课程内容相一致的课堂材料和活动，并以肯定文化和反种族主义的视角制定。第二个目标是在一年级和二年级的STEM课程中实施这些材料和活动，以改变他们的认识论观点，反映课堂的多样性，并增强学生的能力。第三个目标是开展一项强有力的评估，评估这些活动对学生对STEM的归属感和科学认同感的影响。第四个也是最后一个目标是开发一个开放资源平台，该平台将容纳创建的资源和工具，使其他STEM教职员工能够访问它们。最终，这将促进广泛的课程改革，提高教师参与度和公平的学生成绩。研究计划将包括一种混合方法来分析学生在参与该项目后的经历和结果。该项目旨在产生关于包容性教学做法的新知识，以增加学生与课堂材料的联系，并阐明影响学生坚持STEM专业的新战略，以促进被边缘化和历史上代表性不足的少数族裔学生留在STEM。HSI计划旨在加强本科生STEM教育和HSI的能力建设。HSI计划支持的项目也将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 promote systemic change in the teaching of STEM disciplines in order to close the gap between learners, educators, and the pedagogical material used in the classroom. The expected outcomes of this work are to increase faculty expertise through training in anti-racist and inclusive approaches that promote diversity in the STEM classroom, to have STEM students engaged with the faculty-created culturally affirming and anti-racist materials and activities, and to share the newly created resources in an open resource repository to support STEM faculty across the university and improve their pedagogical skills regarding culturally affirming teaching practices. This project proposes to promote institutional transformation in the teaching of STEM disciplines that better represents the student populations at Hispanic Serving Institutions by applying this approach to seven STEM courses at CUNY John Jay College of Criminal Justice. The first objective of the project is to conduct an incentivized 1-year STEM faculty seminar in which faculty will learn about anti-racist and inclusive pedagogies, as well as discuss their role and determine actions to undertake to diversify the students’ voices in the classroom. The seminar outcomes include classroom materials and activities aligned with the course content and developed with a culturally affirming, anti-racist lens. The second objective is the implementation of these materials and activities in the first and second year STEM courses to effect change in their epistemological perspectives to reflect the diversity of the classrooms and to empower the students. The third objective is to carry out a robust evaluation that assesses the impact of these activities in relation to students’ sense of belonging to STEM and science identity. The fourth and final objective is to develop an open-resource platform that will house the created resources and tools to make them accessible to other STEM faculty members. Ultimately, this will promote widespread curricular change, enhance faculty engagement and equitable student outcomes. The research plan will include a mixed-method approach to analyze students’ experiences and outcomes after participating in this program. The project seeks to generate new knowledge about inclusive pedagogical practices to increase the connection of students with classroom materials, and shed light into new strategies to impact students’ persistence in STEM majors that promote the retention of marginalized and historically underrepresented minority students in STEM. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also 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.