Enhancing Success in STEM by Building Skills and Intervention

通过培养技能和干预来提高 STEM 的成功率

• 批准号: 0756918
• 负责人: Lycurgus Muldrow
• 金额: $ 50万
• 依托单位: Morehouse College
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-15 至 2014-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0756918&HistoricalAwards=false
• 关键词: Enhancing; Success; STEM; Building; Skills

The goal of this project is to increase the number of students in the Division of Science and Mathematics who receive baccalaureate degrees by increasing retention. Over 30% of Morehouse students major in science, technology, engineering and mathematics (STEM) disciplines; however, only 20-25% of the students who begin majors in STEM disciplines graduate with a STEM degree. Retention is being increased by: 1) Identifying at-risk students in their freshman year and then providing these students with skills that are necessary to overcome stumbling blocks in the majors. Skills such as quantitative literacy and critical thinking as well as academic and personal future building skills form the basis of a three-semester Scientific Literacy course designed for STEM majors; 2) Providing a comprehensive support program within the Division of Science and Mathematics that includes student intervention, cohort collaboration, automated systems for intervention, academic support and undergraduate student research opportunities, as well as faculty training; and 3) Establishing an environment in which students discover the value of team learning, thereby creating a culture at Morehouse that supports collaborative learning. Peer Led Team Learning already has been implemented in introductory gatekeeper courses throughout the Division of Science and Mathematics. To enhance and support a growing culture of team learning, peer leaders for key upper level courses in the Division are being added, and numerous workshops such as the Pedagogy of Team Learning and Study Skills are being offered to students. These provide continuing support for students who have matriculated beyond the first two years in their major and thus further support the goal of creating a culture of team learning.Intellectual Merit: The process for creating a collaborative/team learning culture among African American male students throughout an entire Division of Science and Mathematics is being investigated. The components that affect behavioral change in student study habits from independent to collaborative learners are being assessed. Components that are being evaluated include the impact of teaching the pedagogy of team learning to students, peer led team learning, team supplemental instruction, automated tracking of at-risk students and intervention programs designed around peer study groups. In addition, continuing studies are being conducted on predicting student success and the behavioral norms of successful and unsuccessful students as indicated by the Birkman Assessment instrument. Broader Impacts: The activities of this project are broadening the participation of underrepresented African-American males in the STEM workforce by increasing the graduation rates at Morehouse College. The efforts of this project are expected to result in a model for enhancing retention by developing a culture of team learners that can be used to decrease attrition at other Historically Black Colleges and Universities and majority institutions. Morehouse is a founding member of the Atlanta University Center (AUC), a consortium of six independent institutions forming the largest private center of African American higher education in the world. Advancements made in one institution often impact the entire Center. The development of a Cyber Village is having a broad impact on the College's infrastructure as well as the AUC by facilitating networking among cohorts and departments, encouraging student participation in summer and academic year research, and expanding student participation in scientific meetings. Dissemination is occurring through posters and presentations at local and national meetings, a web site presence, and articles in newsletter and campus publications and in peer reviewed journals.

该项目的目的是增加科学和数学学系的学生人数，这些学生通过增加保留率来获得学士学位。超过30％的Morehouse学生专业的科学，技术，工程和数学（STEM）学科；但是，只有20-25％的学生在STEM学科中以STEM学位毕业。通过以下方式提高保留率：1）确定大一新生的高危学生，然后为这些学生提供克服大满贯绊脚石所必需的技能。诸如定量识字和批判性思维以及学术和个人未来的建筑技能之类的技能构成了为STEM专业设计的三学期科学素养课程的基础； 2）在科学和数学部内提供一项全面的支持计划，包括学生干预，队列合作，自动化系统进行干预，学术支持和本科生研究机会以及教师培训； 3）建立一个学生发现团队学习价值的环境，从而在莫尔豪斯（Morehouse）建立一种支持协作学习的文化。 在整个科学和数学部门的入门看门人课程中，已经实施了同伴LED团队学习。为了增强和支持不断增长的团队学习文化，正在增加该部门关键上层课程的同伴领导者，并且为学生提供了许多讲习班，例如团队学习和学习技能的教学法。这些为在小专业的前两年超过前两年的学生提供了持续的支持，因此进一步支持创造团队学习文化的目标。智能优点：在整个过程中建立协作/团队学习文化的过程正在研究整个科学和数学的部门。正在评估影响从独立学习者到协作学习者的学生学习习惯的行为变化的组成部分。正在评估的组件包括向学生学习团队学习的教学法的影响，同伴LED团队学习，团队补充指导，对高危学生的自动跟踪以及围绕同伴学习小组设计的干预计划。此外，正如伯克曼评估工具所指出的那样，正在进行有关预测学生成功和成功和失败学生的行为规范的持续研究。更广泛的影响：该项目的活动正在扩大代表性不足的非裔美国男性在STEM劳动力中的参与，从而提高了Morehouse College的毕业率。预计该项目的努力将通过发展团队学习者的文化来增强保留率的模型，该文化可用于减少其他历史上历史悠久的黑人学院，大学以及多数机构的流失。莫尔豪斯（Morehouse）是亚特兰大大学中心（AUC）的创始成员，该联盟由六个独立机构组成，构成了世界上最大的非裔美国人高等教育中心。一个机构的进步通常会影响整个中心。 网络村的发展正在对学院的基础设施以及AUC产生广泛的影响，通过促进队列和部门之间的网络，鼓励学生参与夏季和学年的研究，并扩大学生参加科学会议。传播是通过当地和国家会议上的海报和演讲，网站的存在以及新闻通讯和校园出版物的文章以及在同行评审的期刊上进行的。