Background

The University of Texas Rio Grande Valley initiated the Building Capacity: Transforming Undergraduate Education in STEM Through Culturally Relevant Pedagogy and Community Engagement project in the fall of 2018 to enhance student interest, passion, and commitment to completing STEM degrees. The project also sought to elevate student learning and skills in STEM fields by integrating culturally relevant pedagogy and community engagement, particularly in gateway courses in mathematics and science.

The project’s central strategy was faculty training focused on culturally relevant and responsive teaching methodologies. Drawing inspiration from Gloria Ladson-Billings' work (1995) and incorporating insights from the educational experiences of Latina/o students (as explored by scholars such as Valenzuela (1999) and Yosso, (2006), the immersive training design incorporated the cultural, linguistic, and historical aspects of students, their families, and their communities. Fifty faculty members from the College of Sciences (COS) participated in the enriching professional development program.  

To gauge the influence of faculty training in culturally relevant pedagogy and community engagement on both faculty and students, a thorough study was conducted throughout the five-year duration of the project. This comprehensive examination aimed to capture the multifaceted impact on both educators and students, providing valuable insights into the effectiveness and broader implications of the implemented pedagogical and engagement strategies.

What We Learned

Faculty

The project team prioritized professional development as the catalyst for enhancing student success. It recognized early on that the most profound impact on student learning was unfolding within the classroom.  Two years into the project, a pivotal shift involved adapting the Theory of Change (ToC) — initially viewing faculty training, curriculum, and instruction as equal contributors to student impact — to establish a direct causal relationship between faculty training and classroom instruction. Acknowledging the importance of "academic freedom," where faculty members independently manage teaching, research, and service, the revised approach pinpointed faculty training as the pivotal juncture for effecting change—the project’s strategy aimed for transformation at this stage by creating and implementing impactful faculty development experiences. The updated Theory of Change introduced a feedback loop for training, enabling faculty members to self-reflect, plan teaching modifications, experiment in the classroom, and develop personally within a peer community. We learned that as faculty members enter the classroom, these personal changes collectively impact students' experiences and potential outcomes.

Throughout the five-year grant, the project demonstrated resilience by responding to annual evaluation findings, pandemic challenges, and evolving system dynamics through multiple adaptations to programming and leadership. The courage to modify strategies sustains the initiative beyond the grant's timeline. The strategic shift towards engaging faculty with community members at external organizational sites, extending the program "in place" beyond the university walls, has consistently positively impacted faculty members. This innovative approach has proven to be a powerful tool as the program continues to broaden its reach, effectively connecting faculty members with their student’s varied cultural experiences. 

Student Sense of Belonging 

How does culturally relevant pedagogy affect students' sense of belonging in the College of Sciences? Culturally relevant pedagogy was conceptualized in community engagement and Spanish-English instruction taught by program-trained faculty.  To answer this question, a pre-post survey was designed to measure fundamental sense of belonging indicators. Two treatments were included in the study: community engagement pedagogy and English/Spanish (bilingual) instruction. Our analysis confirmed a positive and statistically significant gain in the community engagement treatment. This positive influence of community engagement on students' sense of belonging is particularly critical. Despite participation rates, the pandemic shutdown, and the shift to online class modality, our analysis identified the positive influence of the CESL treatment (community engagement) on students' SOB. We could not find the same positive influence of bilingualism due to unforeseen obstacles set by the pandemic. Further investigation is warranted.  

Student Academic Achievement 

How does culturally relevant pedagogy affect student achievement in the College of Science? To answer this question, a pre-post study was designed in 18 classes in the College of Science from spring 2019 to fall 2022. The treatment was English-Spanish bilingual instruction. The outcome variable was exam score gain, calculated by subtracting the pre-exam score from the post-exam score. However, the study's design was greatly affected by the unprecedented global pandemic, which unexpectedly changed the course modality and how students learned the course material. Therefore, the analysis was conducted separately for the pre-and post-pandemic samples. We confirm that English-Spanish bilingualism improves student performance for both samples. Culturally relevant pedagogy is critical for student performance under normal circumstances.

Impact on University Climate

In effect, one of the key outcomes of this project, was catalzing other related efforts through the improved knowledge, skills, and abilities of our faculty. For example several participants in this grant successfully applied for and recieved an NSF grant to enhance undergraduate STEM education, focused on family centered pedagogy as a culturally relevant approach to teaching. 

Last Modified: 03/29/2024
Modified by: Alexis Racelis