Advancing Culturally Responsive Team Learning for Underserved Students in the STEM Classroom: Motivation and Engagement Across Different Class Modalities

在 STEM 课堂上为服务不足的学生推进文化响应式团队学习：不同课堂模式的动机和参与

• 批准号: 2228213
• 负责人: Aleya Dhanji
• 金额: $ 58.59万
• 依托单位: Highline Community College
• 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: 2023-03-01 至 2027-02-28
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2228213&HistoricalAwards=false
• 关键词: Advancing; Culturally; Responsive; Team; Learning

This project aims to serve the national interest by contributing to the need for a multiculturally competent and diverse STEM workforce by advancing the understanding of team learning and its role in student engagement, persistence, and success. The use of team learning is widely acknowledged as important in STEM learning, retention, and career preparation, with a disproportionately positive impact on students from groups that have been historically underrepresented in STEM. Still, there is a knowledge gap as to how to implement this strategy effectively in a two-year college context with diverse student populations. The primary question this project will address is how to make team learning effective in two-year college STEM learning environments, particularly those serving large numbers of students from underrepresented groups and non-traditional students. The results will inform ways to create an inclusive classroom climate as a strategy to retain more students in STEM and ultimately broaden participation in the STEM workforce. Project results should also inform mechanisms that are aimed at creating successful transfer pathways from two-year institutions to four-year colleges and universities. Additionally, this project plans to study the effectiveness of team learning in the new educational landscape brought about by the pandemic, where online and hybrid class modalities are now the norm in two-year colleges. This project has the potential to be transformative by informing how to adapt team learning practices for student success in non-face-to-face class modalities, an immediate need at all higher education institutions. The project will support the design and adoption of novel teaching strategies through faculty training and publicly available resources. The project hopes to achieve three goals: 1) identify and explain psychosocial predictors of student engagement in team learning through student surveys and interviews; 2) articulate and explain differences in student versus instructor perception of team learning through surveys of STEM faculty; and 3) develop, test, evaluate, revise and disseminate a set of practices for culturally responsive team learning. The project uses a novel approach by investigating both individual and cultural psychosocial factors impacting team learning engagement and perception within Bronfenbrenner’s Ecological Approach model. While the model has been used extensively in the education field, this project extends it to team learning in STEM. Finally, the project hopes to leverage the research findings to empower faculty to apply a justice, equity, diversity, and inclusion framework to team learning. Through summer institute workshops and a community of practice, STEM faculty will design and implement changes for both online and face-to-face classes. To test model validity, a pre-and post-survey will be administered to students. These results will be paired with faculty self-reflections and formative assessments of team learning to evaluate effectiveness of the teaching modifications and provide a set of recommendations for future practices. The set of recommendations will be disseminated through conference presentations, peer-reviewed papers targeting an interdisciplinary audience, and a website with resources, modules, and rubrics to allow other institutions to use and adapt. The predictive model of effective team learning will benefit the STEM education community by paving the way for further research into culturally competent education. The NSF program description on Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education supports projects that advance STEM education initiatives at two-year colleges. The program description promotes innovative and evidence-based practices in undergraduate STEM education at two-year colleges.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.

该项目旨在通过增进对团队学习及其在学生参与、坚持和成功中的作用的理解，满足对具有多文化能力和多元化 STEM 劳动力的需求，从而服务于国家利益。团队学习的使用被广泛认为是重要的。在 STEM 学习和职业准备方面，对历史上在 STEM 中代表性不足的群体的学生产生了不成比例的积极影响，但如何在多元化的两年制大学环境中有效实施这一策略仍存在知识差距。人口 学生 的首要问题。该项目将解决如何在两年制大学 STEM 学习环境中提高团队学习的效率，特别是那些服务于大量来自弱势群体和非传统学生的学习环境。留住更多 STEM 学生并最终扩大 STEM 劳动力的参与范围 项目结果还应为旨在创建从两年制院校到四年制学院和大学的成功转学途径的机制提供信息。此外，该项目计划研究其有效性。新教育格局中团队学习的影响受疫情影响，在线和混合课程模式现已成为两年制大学的常态，该项目有可能通过告知如何调整团队学习实践以帮助学生在非面对面课程模式中取得成功而带来变革。 ，这是所有高等教育机构的迫切需求。该项目将通过教师培训和可用资源支持新颖的教学策略的设计和采用。该项目希望实现三个目标：1）确定并解释学生参与团队的社会心理预测因素。通过学生调查和访谈进行学习； 2) 通过对 STEM 教师的调查，阐明并解释学生与教师对团队学习的看法之间的差异；以及 3) 开发、测试、评估、修改和传播一套文化响应式团队学习实践 该项目通过调查采用了一种新颖的方法。个人和文化心理社会因素影响布朗芬布伦纳生态方法模型中的团队学习参与度和感知虽然该模型主要用于教育领域，但该项目将其扩展到 STEM 中的团队学习。研究结果使公平教师能够将公正、公正、多样性和包容性框架应用于团队学习。通过暑期学院研讨会和实践社区，STEM 教师将为在线和面对面课程设计和实施变革。为了测试模型的有效性，将对学生进行事前和事后调查，这些结果将与教师的自我反思和团队学习的形成性评估相结合，以评估教学修改的有效性，并为未来的实践提供一系列建议。该套建议将通过会议传播。演示文稿、针对跨学科受众的同行评审论文以及一个包含资源、模块和规则的网站，可供其他预测机构使用和适应。有效的团队学习模式将为进一步的研究铺平道路，从而使 STEM 教育界受益。 NSF 关于推进两年制高等教育本科 STEM 教育的创新和影响力的项目描述支持在两年制大学推进 STEM 教育举措的项目。本科生两年制大学的 STEM 教育。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。