HSI Pilot Project: Impact of Learning Assistants on STEM Identity for Students Historically Underrepresented in STEM

HSI 试点项目：学习助理对 STEM 历史上代表性不足的学生的 STEM 认同的影响

• 批准号: 2247670
• 负责人: Bradley McCoy
• 金额: $ 20万
• 依托单位: Azusa Pacific University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2025-07-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2247670&HistoricalAwards=false
• 关键词: HSI; Pilot; Project; Impact; Learning

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 1 project aims to understand the impact of Learning Assistants (LAs) on STEM identity for students historically underrepresented in STEM. LA programs have grown in popularity due to strong research support on the effectiveness of LAs at increasing student learning, reducing rates of withdrawals and grades of D and F, increasing retention in STEM, motivating students to teaching careers, supporting curricular and pedagogical transformation, and increasing STEM identity. However, most research on LAs has been conducted in a limited set of institutions and disciplines, calling for further research on LAs in new institutional contexts. This project will pilot and evaluate an LA program across the STEM curriculum at Azusa Pacific University, a 4-year HSI in Los Angeles County. The LA program is expected to improve retention and graduation rates for STEM majors, increasing the number of Hispanic/Latino students achieving STEM degrees, and to provide insight into factors that contribute to Hispanic/Latino students adopting a STEM identity.This project uses mixed-methods research to answer the following questions: (1) Does the presence of an LA in the classroom help cultivate a sense of STEM identity amongst students, particularly for Hispanic or Latino students? (2) How does being an LA influence one’s identity/sense of belonging in STEM, particularly for Hispanic or Latino LAs? Interviews and focus group transcripts will be analyzed qualitatively by students and LAs. In addition, data will be analyzed quantitatively from the STEM Professional Identity Overlap 4 (STEM-PIO-4) measure and the STEM Career Interest Survey (STEM-CIS). Researchers expect to gain insights into culturally-specific instructional practices that can be used at HSIs to increase students’ sense of STEM identity and retention of diverse students in STEM. 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.

在改善本科生教育的支持下：西班牙裔服务助手（LAS）对STEM的STEM身份的MPACT（LAS）在STEM中的代表性不足。 ，STEM的NTION增加，激励学生教授职业，支持Corrical和Gatogogical Transformation，并增加了对LA的研究。在洛杉矶县为期4年的HSI Azusa Pacific University的STEM Cricullum预计将使STEM专业的速率提高了STEM专业的数量，从而增加了西班牙裔STEM学位采用STEM身份的拉丁裔学生。该项目使用混合方法研究以下问题：（1）在洛杉矶的洛杉矶在洛杉矶的存在是否在学生中脱颖而出，尤其是对于西班牙裔还是对西班牙裔或拉丁裔学生？ STEM中的属于STEM，特别是西班牙裔或拉丁美洲人的访谈和焦点小组成绩单，还将通过学生和LAS进行BEALITITI。 STEM兴趣调查（STEM-CI）。实现该奖项反映了NSF的反应，并通过使用Tion的智力优点和更广泛的影响审查标准来评估值得支持。