Project Visibility: Understanding the Experiences of Black Students in Active Learning Mathematics Courses in a Hispanic-Serving Institution Context

项目可见性：了解黑人学生在西班牙裔服务机构背景下主动学习数学课程的经历

• 批准号: 2337029
• 负责人: Charity Watson
• 金额: $ 72.87万
• 依托单位: Florida International University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-04-15 至 2027-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2337029&HistoricalAwards=false
• 关键词: Project; Visibility; Understanding; Experiences; Black

This project aims to serve the national interest by establishing practices that improve the experiences of Black students in active learning mathematics courses at a Hispanic-Serving Institution (HSI). This Level 2, Engaged Student Learning Track project will investigate the experiences of Black students in lower-division mathematics courses and design interventions that address barriers for student success in order to create supportive learning environments in these courses. Research shows that the use of student-centered, active learning techniques in introductory STEM courses leads to improved student outcomes. However, despite these improvements, achievement gaps still persist for racially minoritized students. This issue is highlighted for Black students attending HSIs where they may experience cultural mismatches and hostility through lack of support and minimal interaction with peers. Understanding the experiences of Black students in these courses is essential for creating support mechanisms and classroom structures that support the engagement and success of these students. This project will take place at Florida International University (FIU), a research-intensive HSI. Since 25% of all Black students in the US are enrolled at HSIs, FIU is an ideal setting for advancing the knowledge of experiences of Black students at these institutions who are enrolled in mathematics courses where they are expected to engage with their peers. The results of this project will inform classroom and instructional practices impacting more than 14,000 students enrolled each year in lower-division mathematics courses. Additionally, the investigation of Black students’ experiences and the resulting knowledge will serve to support more active learning approaches and efforts for equity and inclusion in mathematics courses at FIU and other higher education institutions.The project, conducted in multiple phases, will investigate Black students’ experiences in active learning introductory mathematics courses and create interventions with the goal of creating supportive learning environments. The investigation of student experiences will be conducted during the first qualitative phase of the project using interviews with Black students enrolled in mathematics courses which implement high levels of active learning and peer interaction. The goal for this phase will be to explore feelings of visibility and sense of belonging among these students in order to identify themes that will be used for the next phase of co-designing interventions with students. During the second phase, the findings from the initial phase will be discussed with students and Learning Assistants during focus groups to brainstorm potential interventions. As these interventions are designed, focus groups will be used to continually gain feedback and perspectives from students to evaluate the effectiveness of the interventions. The final phase will pilot, test, and evaluate the interventions. Results and findings from each phase will be disseminated to the mathematics and STEM education community to inform efforts to implement inclusive practices intended to lead to Black students feeling supported, acknowledged, and engaged. The NSF IUSE: EDU 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.

该项目旨在通过建立在西班牙裔服务机构（HSI）中改善黑人学生在积极学习数学课程中的经验的实践来实现国家利益。该级别2，订婚的学生学习轨道项目将调查黑人学生在较低细分数学课程和设计干预措施中的经历，这些干预措施解决了学生成功障碍，以便在这些课程中创建支持性学习环境。研究表明，在引言中使用以学生为中心的积极学习技术会导致学生的成果改善。但是，这些改进，成就差距对于大致少数的学生仍然存在。对于参加HSIS的黑人学生而言，这一问题是突出的，他们可能会因缺乏支持和与同龄人的最小互动而遭受文化不匹配和敌意。了解黑人学生在这些课程中的经历对于建立支持机制和课堂结构至关重要，以支持这些学生的参与和成功。该项目将在研究密集型HSI佛罗里达国际大学（FIU）举行。由于在美国的所有黑人学生中有25％都参加了HSIS，因此FIU是在这些机构中促进黑人学生经历的理想的理想场所，这些机构正在参加数学课程，期望与同伴互动。该项目的结果将为课堂和教学实践提供信息，影响每年有14,000多名学生参加较低分区数学课程的学生。此外，黑人学生的经验和由此产生的知识的投资将有助于支持更多积极的学习方法，并为公平性和在数学课程中的公平和包容性提供努力。该项目将以多个阶段进行，调查黑人学生在积极学习的学习介绍课程中的经验，并创建数学介绍数学课程，并与创建支持性学习的目标进行干预。学生经验的投资将在项目的第一个定性阶段进行，使用与参加数学课程的黑人学生的访谈，这些课程实施了高水平的积极学习和同伴互动。此阶段的目标是探索这些学生之间的可见性和归属感，以确定将用于与学生共同设计干预措施的下一阶段的主题。在第二阶段，将在焦点小组期间与学生和学习助手讨论初始阶段的发现，以集思广益。由于设计了这些干预措施，焦点小组将不断获得来自学生的反馈和观点，以评估干预措施的有效性。最后阶段将试行，测试和评估干预措施。每个阶段的结果和发现将被传播到数学和STEM教育社区，以告知实施旨在导致黑人学生感到受到支持，认可和参与的努力。 NSF IUSE：EDU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，该计划支持了承诺实践和工具的创建，探索和实施。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响评估审查标准，被认为是珍贵的支持。