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: 2142174
• 负责人: Callie Edwards
• 金额: $ 4万
• 依托单位: North Carolina State University
• 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=2142174&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.

该项目旨在通过研究旨在提高本科黑人或非裔美国男性在入门级数学课程中的成绩的策略来服务于国家利益。这项研究有助于做出更大的努力来发展 STEM 劳动力并使其多样化。这项努力的目标是通过实施和研究在其他领域已显示出前景的四种策略，提高黑人或非裔美国男性在必修的早期大学数学课程中的成功、信心和归属感：1）谨慎的安置策略为学生匹配合适的数学课程； 2）改进咨询实践，以提高对数学课程的积极态度； 3）提供支持性指导； 4) 为学生提供必修课程，使他们能够从数学课程的针对性支持中受益。该项目建立在北卡罗来纳大学系统正在进行的数学途径努力的基础上，该合作将支持有效实践的开发、评估和共享。确定和完善有效支持黑人或非裔美国男性的做法将提供见解，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，将有更多的学生留在北卡罗来纳大学系统机构和 STEM 专业。随着这些增长，大量成功学生的出现将使 STEM 专业对来自弱势群体的新生更加欢迎和有吸引力。该项目的目标是确定改进的安置程序以及文化相关的建议、指导和必备支持课程在多大程度上影响黑人或非裔美国男性的课程成果、数学自我效能和归属感、目标方向、内容相关性和成长心态。 四所机构（北卡罗来纳大学夏洛特分校、北卡罗来纳大学格林斯博罗分校、北卡罗来纳州立农业技术大学和北卡罗来纳中央大学）的 1,900 多名黑人或非裔美国男性将直接受益于该项目的组成部分，以及双方之间的牢固关系。参与机构的数学教师将促进整个项目的数据收集和分析。该项目将从经过验证的措施中收集数据，以评估参加必要支持课程和指导的黑人或非裔美国男性以及参加支持课程但不参加指导或共同指导的黑人或非裔美国男性的结果。必修课程。无论个别课程的结果如何，都将通过参加支持课程的黑人或非裔美国男性的焦点小组获得进一步的见解。该项目的研究结果将与感兴趣的社区分享，并将通过严格的评估计划评估实现该项目既定目标的进展情况。 NSF IUSE：EHR 计划支持研究和开发项目，以提高所有学生 STEM 教育的有效性。通过参与学生学习轨道，该计划支持有前途的实践和工具的创建、探索和实施。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。