A Knowledge-Based Framework for Creating and Sustaining Transformational Change for Latinx Student Success in STEM

一个基于知识的框架，用于为拉丁裔学生在 STEM 领域取得成功创造和维持转型变革

• 批准号: 2122607
• 负责人: John Wiebe
• 金额: $ 299.99万
• 依托单位: University of Texas at El Paso
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2026-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122607&HistoricalAwards=false
• 关键词: Knowledge; Based; Framework; Creating; Sustaining

This project aims to use a diversity, equity, and inclusion lens to create systemic, transformational change at the University of Texas at El Paso to increase the number of Latinx students, in particular Latina students, who are competitive in STEM careers. To achieve the aim of increased participation in STEM fields at the national level, a cross-cutting and replicable institutional approach that considers learning outcomes, students’ experiences, internal organizational structures, and external influences will be implemented. With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions Program (HSI Program), the project team will intentionally embed concern for diversity, equity, and inclusion in teaching and learning, professional development, and policies and procedures, seeking to shift culture across the institution. A key aspect of the project to support long term impact is capacity building for research on the interplay between STEM education and "servingness," a conceptual way to understand what it means to move from simply enrolling Latinx students to actually serving them.The project seeks to institutionalize the systematic use of data and the authentic engagement of key stakeholders to build sustained change through continuous improvement and to maintain, sustain, and build upon inclusive infrastructure and resources. Project personnel will identify, stratify, organize, present, and distribute data to be used for decision-making. A transformation team coordinated by the Provost’s Office will use those data to recommend, plan, and evaluate action on relevant issues. The institution plans to transform STEM undergraduate education through changes in core curricula that provide equitable opportunities to students. In a revitalization of the curriculum, working groups of faculty will develop modular materials for inclusion in the University core to increase inclusive instruction, STEM competencies, and engagement. The Center for Faculty Leadership and Development will implement a professional development series on inclusive and asset-based pedagogy. The administration will work to select, compensate, develop, and mentor future faculty leaders invested in diversity, equity, and inclusion. The Provost’s Office will work with administration and the Faculty Senate to codify policies and procedures that recognize faculty and staff efforts in inclusive teaching and learning. The project will increase publications on metrics-based planning; promote regular use of metrics and research by deans, chairs, and program directors in planning and improving interventions; enhance the ability of stakeholders to understand multiple perspectives on data through visualization; and expand shared understanding of effective practices. Changes will be institutionalized and sustained through policies and procedures that recognize and reward faculty and staff who focus on student success and servingness. 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.

该项目旨在利用多样性，公平性和包容性镜头在德克萨斯大学埃尔帕索分校创造系统性变革，以增加在STEM职业中具有竞争力的拉丁裔学生的数量，尤其是拉丁裔学生的数量。为了达到增加国家一级参与STEM领域的目的，将实施一种考虑学习成果，学生的经验，内部组织结构和外部影响的横切和可复制的机构方法。在改善本科STEM教育的支持下：西班牙裔服务机构计划（HSI计划），项目团队将有意嵌入对多样性，公平性和包容性的关注，并在教学，专业发展以及政策以及政策和程序中，以寻求转移整个机构的文化。该项目支持长期影响的一个关键方面是研究STEM教育与“服务”之间的相互作用的能力，这是一种概念上的方式，是了解仅仅从简单地注册拉丁裔学生实际服务于他们的意义。项目人员将识别，分层，组织，呈现和分布式数据用于决策。由教务长办公室协调的转型团队将使用这些数据推荐，计划和评估相关问题的行动。该机构计划通过改变为学生提供公平机会的核心课程来改变STEM本科教育。为了振兴课程，教职员工的工作组将开发模块化材料，以纳入大学核心，以提高包容性教学，STEM能力和参与度。教师领导与发展中心将实施有关基于包容和资产的教学法的专业发展系列。政府将努力选择，补偿，发展和心理未来的教师领导者投资于多样性，公平和包容性。教务长的办公室将与政府和参议院的教职员工合作，以编写承认教师和教职员工在包容教学和学习方面的努力。该项目将增加有关基于指标的计划的出版物；促进院长，椅子和计划主管定期使用指标和研究，以计划和改善干预措施；增强利益相关者通过可视化了解数据的多种观点的能力；并扩大对有效实践的共同理解。变更将通过政策和程序进行制度化和维持，这些政策和程序表彰和奖励专注于学生成功和服务的教职员工。 HSI计划旨在增强本科STEM教育，扩大参与STEM并在HSIS建立能力。鉴于HSI的多样性和背景，实现这些目标需要创新的方法，以增加机构和社区的转型，并促进对参与学生学习的基础研究（i），（ii）关于有效地使STEM参与和（iii）提高我们对HSIS机构能力的理解的有效多样化和（III）所需的方式。 HSI计划支持的项目还将从这些方法中汲取灵感，以产生有关如何实现这些目标的新知识。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，通过评估诚实地表示支持。