An Integrated Approach to Creating STEM Career Pathways

创建 STEM 职业道路的综合方法

• 批准号: 1512996
• 负责人: George Barnett
• 金额: $ 119.78万
• 依托单位: Boston College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-01-15 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1512996&HistoricalAwards=false
• 关键词: Integrated; Approach; Creating; STEM; Career

This project will advance efforts of the Innovative Technology Experiences for Students and Teachers (ITEST) program to better understand and promote practices that increase students' motivations and capacities to pursue careers in fields of science, technology, engineering, or mathematics (STEM) by developing and testing a six-year sequence of courses and summer events designed to prepare low-income youth for the local area workforce. The project will recruit, retain, and prepare students from underrepresented populations in STEM-related fields. While in the program, students will learn: a) science concepts related to hydroponics; b) how to develop hydroponics systems that are powered by alternative energy sources; c) how to build and program robotic arms to plant and harvest produce; d) how to automate the operation and monitoring of hydroponic systems; and e) how to build and program telepresence robots while earning college credits. Midway through the program, beginning in grade 10, participating students will also benefit from a Web-based mentoring program that will facilitate interactions with STEM professionals, program alumni, and each other. The project is collaborative effort involving a school district, a community college, a university, and a mentoring organization. Outcomes of the multi-year program of activities, courses, and mentoring strategies will be studied through a mixed-methods research approach based on a combination of survey data and participant interviews. The theoretical framework for the project is grounded in social cognitive career theory, career construction theory, and the relational theory of working. The work will be guided by four research questions: 1. To what extent does the seeding-the-future intervention foster progress in students' intentions to pursue further STEM educational options and to consider STEM careers? 2. To what extent does the intervention enhance students' career adaptability, as defined by academic resilience? 3. What role does relational support, as exemplified by the virtual mentoring program, support from family members, teachers, and other important people in the students' lives, play in self-efficacy development, interest formation, resilience, and intentionality to pursue STEM courses and fields? And, 4. How do youth understandings of complex scientific and technological systems change over time, and what aspects of the program support youth system thinking? Constructs being measured include social support, academic support, academic resilience, mathematics and science outcome expectancy, mathematics and science intent, mathematics and science self-efficacy, and science interest.

该项目将促进针对学生和教师（ITEST）计划的创新技术经验的努力，以更好地理解和促进实践，从而增加学生的动机和能力，从而在科学，技术，技术，工程或数学或数学领域（STEM）从事职业，并通过开发和测试六年的课程和夏季活动，旨在为低收入的年轻人准备为当地的年轻人准备的课程和夏季活动。 该项目将招募，保留和准备与STEM相关领域中代表性不足的学生的学生。 在计划中，学生将学习：a）与水培法有关的科学概念； b）如何开发由替代能源提供动力的水培系统； c）如何建立和编程机器人臂以种植和收获农产品； d）如何自动化水培系统的操作和监测； e）如何在获得大学学分的同时构建和编程电视机器人。 从10年级开始，该计划的中途也将从基于网络的指导计划中受益，该计划将促进与STEM专业人员，计划校友以及彼此之间的互动。 该项目是涉及学区，社区学院，大学和指导组织的合作努力。 多年活动，课程和指导策略的成果将通过基于调查数据和参与者访谈的组合的混合方法研究方法来研究。 该项目的理论框架基于社会认知职业理论，职业建设理论和工作理论。 这项工作将由四个研究问题进行指导：1。播种干预措施在多大程度上促进了学生寻求进一步的STEM教育选择和考虑STEM职业的意图的进展？ 2.干预措施在多大程度上可以增强学生的职业适应能力，这是由学术弹性定义的？ 3.虚拟指导计划所表现出的关系支持，家庭成员，老师和其他重要人物的支持，在学生生活中发挥自我效能感，兴趣形成，韧性，韧性以及追求STEM课程和领域的意图？ 4。青年对复杂科学和技术系统的理解如何随着时间的流逝而变化，该计划的哪些方面支持青年体系的思维？ 测量的结构包括社会支持，学术支持，学术弹性，数学和科学预期，数学和科学意图，数学和科学自我效能感以及科学兴趣。