Collaborating with Student Partners to Design, Implement, and Assess Equity-Minded and Research-Based Teaching and Learning Practices in Mathematics Undergraduate Courses

在改善本科STEM教育的支持下：西班牙裔服务机构（HSI计划），该轨道1项目旨在设计，实施和评估UTRGV的学生作为学习者和教师（SaLT）HSI计划。这个项目是重要的，因为种族和性别的差异，在大学毕业率之间的西班牙裔，特别是西班牙裔妇女主修STEM。SALT HSI是一种教学干预和创新，可以帮助保留和学生的成功努力，并提高数学本科课程的高质量和公平的教学实践。该项目的成果预计将改变知识的前沿，并为随后的研究和应用提供洞察力，通过公平的思想和公平伦理的教学和学习实践，集中学生的声音。该项目的总体目标是评估一项创新干预措施的影响，在这项干预措施中，数学专业的本科生，被称为“学生伙伴”，“在数学课上与教师合作，为教学和学习实践提供信息。该研究计划通过使用定量和定性研究，包括候补对照组设计，整合了混合方法，以探索一个研究问题，以增加有关有效的STEM教育教学和学习实践的知识。研究问题探讨了以学生为中心的专业发展对（1）数学教师的思维信念、文化相关的教学实践和批判意识的影响;（2）学生的归属感、思维信念和对数学教师课程教学行为的看法;（3）学生伙伴的思维信念、自我效能和批判意识。该项目旨在通过以下方式实现总体目标：1.确定创新的以学生为中心的计划对数学教师的心态信念，文化相关的教学行为和批判意识的影响; 2。确定一个创新的以学生为中心的计划对拉丁美洲学生的重要性，归属感，心态信念和他们的教师的心态信念的看法的影响;和3。确定以学生为中心的专业发展计划对学生伙伴的归属感，教师的心态信念和批判意识的看法的影响。HSI计划旨在加强本科STEM教育，并建立HSI的能力。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 1 project aims to design, implement, and assess the Students as Learners and Teachers (SaLT) HSI program at UTRGV. This project is important due to the racial and gendered disparities in college completion rates among Hispanics, specifically Hispanic women majoring in STEM. SaLT HSI is a teaching intervention and innovation that can assist in retention and student success efforts and enhance high-quality and equitable instructional practices in mathematics undergraduate classes. The project outcomes are expected to transform frontiers of knowledge and provide insight for subsequent research studies and applications that center student voices through equity-minded and equity-ethic teaching and learning practices. The outcomes are not only expected to advance knowledge in teaching and learning but also have a broad and positive impact on the academic success of underrepresented STEM students in mathematics.The overall objective of this project is to evaluate the impact of an innovative intervention in which undergraduate students majoring in mathematics, termed "student partners," work with faculty partners in mathematics classes as collaborators to inform teaching and learning practices. The research plan integrates a mixed-methods approach by using quantitative and qualitative research, including a waitlist control group design, to explore a research question to increase knowledge about effective STEM education teaching and learning practices. The research questions explore what the impacts are of a student-centered professional development on (1) mathematics faculty members' mindset beliefs, culturally relevant teaching practices, and critical consciousness (2) students' sense of belonging, mindset beliefs, and perceptions of teaching behaviors in mathematics instructors' courses, and (3) student partners' mindset beliefs, self-efficacy, and critical consciousness. The project aims to achieve the overall objective by: 1. Determining the impact of an innovative student-centered program on mathematics faculty members' mindset beliefs, culturally relevant teaching behaviors, and critical consciousness; 2. Identifying the impact of an innovative student-centered program on Latinx students' mattering, sense of belonging, mindset beliefs, and perceptions of their instructors' mindset beliefs; and 3. Determining the impact of a student-centered professional development program on student partners' sense of belonging, perceptions of instructor's mindset beliefs, and critical consciousness. 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.