Restricted Research - Award List, Note/Discussion Page
Fiscal Year: 2023
313 The University of Texas Rio Grande Valley (142201)
Principal Investigator: Cavazos,Alyssa Guadalupe
Total Amount of Contract, Award, or Gift (Annual before 2011): $ 199,838
Exceeds $250,000 (Is it flagged?): No
Start and End Dates: 7/1/23 - 6/30/25
Restricted Research: YES
Academic Discipline: Writing & Language Studies
Department, Center, School, or Institute: Writing & Language Studies
Title of Contract, Award, or Gift: Collaborating with Student Partners to Design, Implement, and Assess Equity-Minded and Research-Based Teaching and Learning Practices in Mathematics Undergraduate Courses
Name of Granting or Contracting Agency/Entity:
National Science Foundation
CFDA Link: NSF
47.076
Program Title:
STEM Education (formerly Education and Human Resources)
CFDA Linked: Education and Human Resources
Note:
SAMs 1.1.1--This funded project has received IRB approval to respond to NSF’s commitment to improve STEM education through teaching and learning at Hispanic Serving Institutions (HSIs), particularly for underrepresented minority students and women, we must invest in the success of Mathematics faculty members as they directly influence students’ academic success and the quality of educational and research opportunities. With our institutional context at the center of our work, we have four interrelated goals: improve the knowledge base for defining, identifying, and innovating effective undergraduate Mathematics teaching and learning practices through an equity-conscious and equity ethic framework; enhance the quality of Mathematics education; foster widespread use of evidence-based resources and pedagogies in undergraduate Mathematics education; and increase the retention and graduation rates of Latinx students pursuing a baccalaureate degree in Mathematics. To achieve the above goals, we developed the following objectives: (1) develop and implement a student-faculty partnership program; (2) recruit 5 student partners and 5 Mathematics faculty members to participate in the student-partnership program; and (3) reform a model in professional development regarding STEM instructional practices. Our project team, which consists of educational leaders with experience in leading, coordinating, and evaluating student-centered professional development programs, are well-prepared to implement the project. Upon completion of the program, we will determine if we met the following project outcomes: (1) 80% of Latinx Mathematics faculty members who complete the professional development program will improve mindset beliefs, culturally relevant teaching behaviors, and critical consciousness; (2) 80% of students in Mathematics faculty members will improve perceptions of mattering, mindset beliefs, and their instructors’ teaching behaviors; and (3) 80% of student partners will improve sense of belonging, perceptions of instructors’ mindset beliefs, and critical consciousness.
Discussion: No discussion notes