Texas A&M/San Antonio College Success Profile Comparison Study

德克萨斯A

• 批准号: 0336630
• 负责人: Jeffrey Froyd
• 金额: --
• 依托单位: Texas A&M Engineering Experiment Station
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-10-01 至 2006-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0336630&HistoricalAwards=false
• 关键词: Texas; A& San; Antonio; College

Each year thousands of under-represented minority (URM) students enroll in science, technology, engineering, and mathematics (STEM) programs and to a large percentage fail to graduate with a STEM degree. In order to increase the percentage that earn a STEM degree, it would be helpful to have more complete information about the characteristics of those students who have achieved baccalaureate success, and the attributes of the program(s) in which they succeeded. Through the Texas A&M system Louis Stokes Alliance for Minority Participation (TX LSAMP) and the Foundation Coalition, investigators have been directly involved, for several years, in the development, management, study and evaluation of educational strategies to increase participation, learning experiences, and graduation rates of URM students in STEM majors. Extensive databases on student characteristics and program attributes, accumulated through these efforts, represent a rich source, which can be mined for a greater understanding of relationships between program attributes and the characteristics of students who earned STEM degrees. To begin extracting knowledge from the extensive accumulated data, a partnership of educators and educational research and evaluation professionals at Texas A&M University (TAMU) and San Antonio College (SAC) are undertaking the TAMU/SAC Success Profile Comparison Study (TAMU/SAC SPCS). The project team brings to this study longitudinal data, institutional insights, and systemic perspectives acquired in connection with the active community college and university partnerships of the TX LSAMP, to which both SAC and TAMU belong. The entire research project is being conducted in two phases. A Preliminary Study focuses on students that started in one of the five universities or nine community colleges that were partners in TX LSAMP. The outcome variables have seven possible values: (i) earned BS STEM degree and continued onto graduate school, (ii) earned BS STEM degree, (iii) still enrolled in BS STEM baccalaureate degree program, (iv) earned non-STEM baccalaureate degree and continued on to graduate school, (v) earned non-STEM baccalaureate degree, (vi) still enrolled in non-STEM baccalaureate degree program, and (vii) left public higher education in the state of Texas. Independent, input variables include (1) student demographics, (2) enrollment behaviors, (3) general characteristics of the starting institutions, and (4) the types (i.e. Carnegie classification) of baccalaureate institution from which students graduated or are currently enrolled. Because it would not be possible to obtain, from all those institutions, the deep, detailed data about students and about programs, pedagogical strategies and fine-grained institutional characteristics, the second phase research, the Principal Study, focuses only on TAMU and SAC. The Principal Study enriches and refines the aforementioned independent variable categories, and also adds (5) student pre-college preparation and (6) pedagogical strategies experienced, as well as (7) early collegiate academic performance to the sets of independent variables studied. Both studies utilize Generalized Linear Models (e.g., binary logistic regression, polychotomous and ordinal logistic regression), and Multivariate Analyses along with exploratory and descriptive techniques. Both studies develop Profile Models (PMs) for each sub-population defined by each baccalaureate outcome (dependent variable) category, as well as for other sub-populations defined by grouping variables.

每年都有数千名弱势少数族裔 (URM) 学生报名参加科学、技术、工程和数学 (STEM) 课程，但其中很大一部分未能获得 STEM 学位。 为了提高获得 STEM 学位的比例，获得有关获得学士学位的学生的特征以及他们成功的课程的属性的更完整的信息将很有帮助。 通过德克萨斯农工大学系统路易斯斯托克斯少数族裔参与联盟 (TX LSAMP) 和基金会联盟，研究人员多年来直接参与教育策略的开发、管理、研究和评估，以提高参与度、学习经验和URM 学生 STEM 专业的毕业率。 通过这些努力积累的有关学生特征和项目属性的广泛数据库代表了丰富的资源，可以通过挖掘这些数据库来更好地了解项目属性与获得 STEM 学位的学生特征之间的关系。 为了开始从大量积累的数据中提取知识，德克萨斯农工大学 (TAMU) 和圣安东尼奥学院 (SAC) 的教育工作者以及教育研究和评估专业人员合作开展了 TAMU/SAC 成功概况比较研究 (TAMU/SAC SPCS) 。 项目团队为这项研究带来了纵向数据、机构见解和系统视角，这些数据是从 TX LSAMP（SAC 和 TAMU 所属的 TX LSAMP）活跃的社区学院和大学合作伙伴关系中获得的。 整个研究项目分两个阶段进行。 初步研究的重点是在 TX LSAMP 合作伙伴的五所大学或九所社区学院之一开始学习的学生。 结果变量有七个可能的值：(i) 获得 BS STEM 学位并继续进入研究生院，(ii) 获得 BS STEM 学位，(iii) 仍在就读 BS STEM 学士学位课程，(iv) 获得非 STEM 学士学位并继续读研究生，(v) 获得非 STEM 学士学位，(vi) 仍然就读非 STEM 学士学位课程，并且 (vii) 离开该州的公立高等教育德克萨斯州。 独立的输入变量包括（1）学生人口统计数据，（2）入学行为，（3）起始院校的一般特征，以及（4）学生毕业或目前就读的学士学位院校的类型（即卡内基分类）。由于不可能从所有这些机构获得关于学生、项目、教学策略和细粒度机构特征的深入、详细的数据，第二阶段的研究，即主要研究，仅关注 TAMU 和 SAC。 主要研究丰富和完善了上述自变量类别，并在研究的自变量集中添加了（5）学生大学前准备和（6）经历的教学策略，以及（7）早期大学学业表现。这两项研究都利用了广义线性模型（例如二元逻辑回归、多分类和序数逻辑回归）和多元分析以及探索性和描述性技术。这两项研究都为每个学士学位结果（因变量）类别定义的每个子群体以及由分组变量定义的其他子群体开发了概况模型（PM）。