通过基于资产的补充课程解决一般化学结果中的股权不对称性
Hannah Sevian1, Tyson D King-Meadows2, Klaudja Caushi1
1Department of Chemistry, University of Massachusetts Boston, Boston, Massachusetts 02125, United States.
JACS Au
|October 27, 2023
概括
一个基于资产的补充课程改善了高风险学生的一般化学 (GC1) 结果,特别是来自代表性不足的群体的学生. 这种干预有助于在使用非传统课程时缩小成绩差距,提供了一个有希望的策略来打破STEM差距.
科学领域:
- 在STEM教育方面.
- 化学教育 化学教育
- 高等教育教学的教学.
背景情况:
- 第一学期的通用化学 (GC1) 是获得STEM学位的关键门户,失败或退学率不成比例,影响少数民族学生.
- 对于有风险的GC1学生来说,传统的基于赤字的补救策略已经显示出有限的长期益处.
- 持续的社会经济不平等被累积的不利状况加剧,突出显示了在关键学术关节 (如GC1.1) 需要进行干预的需要.
研究的目的:
- 调查基于资产的补充课程干预措施的有效性,旨在打破STEM教育中的差异.
- 分析这种干预对少数民族服务机构学生GC1结果和随后进入一般化学2 (GC2) 的影响.
主要方法:
- 一项因果比较研究分析了从一个1学分的基于资产的补充课程的1,807个观察结果,该课程由DFW潜在的学生在六个学期内共同注册.
- 该研究比较了在基于资产的干预中使用非传统课程与传统课程的学生之间的结果.
- 使用描述性和层次推断分析来识别模式并评估干预影响.
主要成果:
- 基于资产的干预措施成功地吸引了累积劣势较大的学生.
- 在GC1中,当使用非传统课程时,但不是使用传统课程时,干预措施缩小了DFW潜力和高成绩 (ABC潜力) 学生之间的成绩差距.
- 对随后的GC2结果的影响显示出混合的结果,尽管在GC1学期至少获得11个学分对干预参与者的GC2成功产生了积极的影响.
结论:
- 基于资产的方法,特别是非传统的课程,可以有效地减少化学入门课程的差异.
- 这种干预表明,它有望在关键的STEM路径点中打断不利的循环.
- 需要进行进一步的研究,以优化干预对长期STEM持久性的影响,并解决对后续课程的附带影响.
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