HSI Planning Project: Amplifying Climate Resilience Curriculum Using Informal Learning Opportunities for Undergraduates

HSI 规划项目：利用本科生非正式学习机会扩大气候适应能力课程

• 批准号: 2122930
• 负责人: Jennifer Edmonds
• 金额: $ 30万
• 依托单位: NEVADA STATE UNIVERSITY
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122930&HistoricalAwards=false
• 关键词: HSI; Planning; Project; Amplifying; Climate

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 1 Planning Project will build critical institutional structure and facilitate thoughtful planning for the future creation of STEM learning experiences that draw on the cultural capital of Latinx students at three HSIs (Nevada State College, University of Nevada Las Vegas, and College of Southern Nevada) in the field of climate change. The key to academic persistence and commitment to a science career is feeling a sense of belonging and confidence in one’s abilities, and students from marginalized groups often have little experience with messaging that is accepting of their self-identity and is encouraging of their ability to achieve careers in STEM fields. This project will discuss the use of engaging informal learning activities and innovative gamification of science content in collaboration with peers, for the future design of curriculum that promotes Latinx students’ STEM identities and increases student excitement regarding careers related to climate change science and education. Moreover, these informal learning experiences will increase the baseline level of understanding of climate change, as well as allowing the students to share their knowledge with the community and challenge misconceptions about what it means to be a “STEM person”.This planning project will conceptualize four components, including 1) institutional support structure, 2) internship collaboration, 3) learning outcome development, and 4) technology platform for evaluation, dissemination of results, and program assessment. Particularly, it will solidify learning outcomes through collaborative discussions and workshops with stakeholders. With the lens of regenerative agriculture, this project will plan for the eventual design of culturally relevant, problem-driven informal activities in a self-paced curriculum to challenge students to evaluate their own lifestyle choices in the context of climate resilience. The expected results of this project include supporting Latinx student understanding of foundational science concepts underlying climate change and creating institutional relationships and a curricular framework upon climate equity and sustainability. Broader impacts include advancing understanding of how informal learning experiences can increase the diversity of students choosing careers in STEM, particularly through the inclusion of a wide diversity of stakeholders in designing learning outcomes. Results will be disseminated through published manuscripts, website design, social media outreach, and a workshop to finalize the next steps in the project. 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.

在“改善本科 STEM 教育：西班牙裔服务机构”（HSI 计划）的支持下，这一轨道 1 规划项目将建立关键的机构结构，并促进对未来创造 STEM 学习体验的深思熟虑的规划，这些体验将利用拉美裔学生的文化资本气候变化领域的三所 HSI（内华达州立学院、内华达大学拉斯维加斯分校和南内华达学院）坚持学术坚持和致力于科学事业的关键是对自己的能力有归属感和信心。学生来自失败群体的人通常缺乏接受自我认同并鼓励他们在 STEM 领域实现职业生涯的能力的信息传递。该项目将讨论与合作伙伴合作使用参与式非正式学习活动和创新的科学内容游戏化。未来的课程设计将促进拉丁裔学生的 STEM 身份，并提高学生对气候变化科学和教育相关职业的兴趣。此外，这些非正式的学习体验将提高对气候变化的基本理解水平，并允许学生参与其中。学生与社区分享他们的知识并挑战对“STEM 人”含义的误解。该规划项目将概念化四个组成部分，包括 1) 机构支持结构，2) 实习合作，3) 学习成果开发，以及 4) 用于评估和传播成果的技术平台特别是，它将通过与利益相关者的合作讨论和研讨会来巩固学习成果，该项目将规划在自定进度的课程中最终设计与文化相关的、以问题为导向的非正式活动。到挑战学生在气候适应能力的背景下评估自己的生活方式选择，该项目的预期结果包括支持拉丁裔学生理解气候变化的基础科学概念，并建立有关气候公平和可持续性的机构关系和课程框架。加深对非正式学习体验如何增加学生选择 STEM 职业的多样性的理解，特别是通过让广泛的利益相关者参与设计学习成果，结果将通过出版的手稿、网站设计、社交媒体推广和宣传活动进行传播。研讨会确定后续步骤HSI 计划旨在加强本科生 STEM 教育，扩大 STEM 的参与，并建设 HSI 的能力。鉴于 HSI 的多样性和背景，实现这些目标需要激励机构和社区转型的创新方法。 (i) 关于学生积极学习的基础研究，(ii) 关于如何有效地多样化和增加 STEM 参与，以及 (iii) 提高我们对如何在 HSI 支持的项目中建设机构能力的理解。 HSI 计划还将借鉴这些方法来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。