Cohort Community for Academic Achievement Persistence and Perseverance in STEM Scholars Program

STEM 学者计划中学术成就坚持不懈的群体社区

• 批准号: 1564712
• 负责人: Louise Wrensford
• 金额: $ 64.99万
• 依托单位: Albany State University
• 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: 2016-04-01 至 2022-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1564712&HistoricalAwards=false
• 关键词: Cohort; Community; Academic; Achievement; Persistence

This NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) project will increase the number of students, who major in STEM disciplines at Albany State University and go on to successfully pursue STEM post-graduate education or research careers. During the project, 18 scholars will (a) develop and follow a four-year academic and professional plan that will include freshman learning community courses, workshops, service learning, and field trips or visitations under the guidance of a Student Success Coach, (b) participate in at least one undergraduate research experience, and (c) attend and present an undergraduate research project at an on-campus or regional conference. After graduation these talented scholars are expected to join the STEM workforce or go on to graduate school in STEM, enabling the US to compete and innovate in a global economy. The theory of action for this project is that psychosocial factors such as STEM identity and self-efficacy are particularly critical to retaining STEM students. Thus, the project elements are designed to help students to develop these factors through a strong cohort anchored around a freshman learning community, targeted and intrusive advising, mentoring by faculty and peers, and participation in undergraduate research and internships. Evaluation will address the project's success in achieving its retention, course pass rate, and graduation objectives. Data analysis of student academic performance and participation in program activities will be used to study the effects of interventions like the learning community and intrusive advising on self-efficacy and science identity for students at a Historically Black University. The research results will be disseminated at the University System of GA Teaching and Learning Conference and the Understanding Interventions that Broaden Participation in STEM Careers conference. Manuscripts will be submitted to the Journal of Higher Education and the Journal of College Science Teaching.

该 NSF 科学、技术、工程和数学奖学金 (S-STEM) 项目将增加在奥尔巴尼州立大学主修 STEM 学科并继续成功追求 STEM 研究生教育或研究职业的学生数量。 在该项目期间，18 名学者将 (a) 制定并遵循一项为期四年的学术和专业计划，其中包括新生学习社区课程、研讨会、服务学习以及在学生成功教练的指导下进行实地考察或参观，(b ) 参与至少一项本科生研究经历，并且 (c) 参加校园或区域会议并在会上展示本科生研究项目。毕业后，这些才华横溢的学者预计将加入 STEM 劳动力队伍或继续攻读 STEM 研究生院，使美国能够在全球经济中竞争和创新。该项目的行动理论是，STEM 认同和自我效能等社会心理因素对于留住 STEM 学生尤为重要。 因此，项目要素旨在通过围绕新生学习社区的强大团队、有针对性和侵入性的建议、教师和同伴的指导以及参与本科生研究和实习，帮助学生发展这些因素。 评估将涉及项目是否成功实现其保留率、课程通过率和毕业目标。 对学生学业表现和参与项目活动的数据分析将用于研究学习社区等干预措施的效果，以及对历史上黑人大学学生的自我效能和科学身份的侵入性建议的影响。 研究结果将在 GA 教学大学系统会议和扩大 STEM 职业参与的理解干预会议上传播。 稿件将提交给《高等教育杂志》和《大学科学教学杂志》。