Collaborative Research: Building Confidence through Culturally Relevant Co-requisite Mathematics Courses within Math Pathways

合作研究：通过数学途径中文化相关的必修数学课程建立信心

• 批准号: 2142187
• 负责人: Michelle Soler
• 金额: $ 3.75万
• 依托单位: University of North Carolina General Administration Office
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-07-01 至 2025-06-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2142187&HistoricalAwards=false
• 关键词: Collaborative; Research; Building; Confidence; through

This project aims to serve the national interest by investigating strategies aimed to improve the outcomes of undergraduate Black or African-American men in entry-level mathematics courses. This study contributes to the larger effort to grow and diversify the STEM workforce. The goals of this effort are to increase the success, confidence, and sense of belonging of Black or African-American men in required early college mathematics courses by implementing and studying four strategies that have shown promise in other areas: 1) careful placement strategies that match students with appropriate mathematics courses; 2) improving advising practices to increase positive attitudes towards mathematics courses; 3) offering supportive mentoring; and 4) offering co-requisite courses for students who would benefit from targeted support in their mathematics courses. This project builds upon an ongoing Math Pathways effort across the University of North Carolina system, a collaboration that will support the development, evaluation, and sharing of effective practices. Identifying and refining practices that effectively support Black or African-American men will provide insights that can serve as the basis for interventions to support other students. The project anticipates that as mathematics pedagogy and other support structures improve, a broader population of students will be retained at UNC System institutions and in STEM majors. With these increases, the presence of a critical mass of successful students will make STEM majors more welcoming and attractive to incoming students from underrepresented groups. The goals of this project are to determine the extent to which improved placement procedures coupled with culturally-relevant advising, mentoring, and co-requisite support courses impact Black or African-American men's course outcomes, mathematical self-efficacy and sense of belonging, goal orientation, content relevance, and growth mindset. Over 1,900 Black or African-American men at four institutions (University of North Carolina Charlotte, University of North Carolina Greensboro, North Carolina Agricultural & Technical State University, and North Carolina Central University) will directly benefit from the project components, and strong relationships between mathematics faculty members at participating institutions will facilitate data collection and analysis across the project. The project will collect data from validated measures to evaluate outcomes for Black or African-American men who participate in the co-requisite support course and mentoring as well as those who participate in the supported course but do not participate in either mentoring or the co-requisite courses. Further insights will be gained through focus groups with Black or African-American men enrolled in the supported courses, regardless of individual course outcomes. The project's findings will be shared with communities of interest, and progress towards the project's stated goals will be assessed through a rigorous evaluation plan. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过调查旨在改善入门级数学课程中黑人或非裔美国人本科生的成果的策略来为国家利益提供服务。这项研究有助于增加和多样化STEM劳动力的努力。这项努力的目标是通过实施和研究在其他领域表现出希望的四种策略来提高黑人或非裔美国人在所需的早期大学数学课程中的成功，信心和归属感：1）仔细的安置策略，这些策略与适当的数学课程相匹配； 2）改善建议实践，以提高对数学课程的积极态度； 3）提供支持指导； 4）为学生提供数学课程中有针对性的支持的学生提供共同条件课程。该项目基于北卡罗来纳大学系统的持续数学途径努力，该协作将支持有效实践的开发，评估和共享。识别和炼油实践有效地支持黑人或非裔美国人的男人将提供见解，这些见解可以作为支持其他学生的干预措施的基础。该项目预计，随着数学教学法和其他支持结构的改善，将保留在UNC系统机构和STEM专业的大量学生中。随着这些的增加，批判众多成功的学生的出现将使STEM专业的专业更受欢迎，并使来自代表性不足的学生的学生更具吸引力。该项目的目标是确定改进的放置程序以及与文化相关的建议，指导和共同条件的支持课程影响黑人或非裔美国人男性的课程成果，数学自我效能和属于归属感，目标方向，内容相关性和成长思维的感觉。 四个机构的1,900多名黑人或非裔美国人（北卡罗来纳大学夏洛特大学，北卡罗来纳大学格林斯伯勒大学，北卡罗来纳州农业与技术州立大学和北卡罗来纳州中央大学）将直接从项目组成部分中受益，并将在参与机构之间进行牢固的成员之间的牢固关系和分析。该项目将从经过验证的措施中收集数据，以评估参加共同条件支持课程的黑人或非裔美国人的成果，以及参加支持课程但不参加指导或共同理由课程的人。无论个人课程成果如何，都将通过与黑人或非裔美国人一起参加的黑人或非裔美国人的焦点小组获得进一步的见解。该项目的调查结果将与感兴趣的社区共享，并且将通过严格的评估计划来评估项目所陈述的目标的进展。 NSF IUSE：EHR计划支持研发项目，以提高所有学生STEM教育的有效性。通过参与的学生学习轨道，该计划支持有希望的实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响评估的评估来支持的。