Creating technical leaders from early collegians of exceptional promise: a comprehensive program for demolishing barriers to persistence.

从具有杰出前途的早期大学生中培养技术领导者：消除持久障碍的综合计划。

• 批准号: 1565032
• 负责人: Michael Wolf
• 金额: $ 100万
• 依托单位: William Marsh Rice 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: 2016-05-01 至 2022-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1565032&HistoricalAwards=false
• 关键词: Creating; technical; leaders; early; collegians

This significant project will fund thirteen additional participants to the successful Rice Emerging Scholars Program (RESP) for STEM majors at Rice University. The program is designed to meet the needs of talented students whose preparation leaves them at risk of attrition. The program is comprehensive in its attack on the barriers to persistence with activities that focus on academic preparation for college and navigational skills in college. It provides students with a challenging and immersive bridge experience focusing on the most difficult topics a student will face within their first semesters, followed by mentoring and at least two years of intensive advising. All thirteen participants will have high potential, substantial financial need, and the vast majority will be from under-represented groups. This funding will greatly increase the chance that these students will major in STEM disciplines and then later graduate into leadership in the sciences and engineering. Spillover effects to the broader URM and first-generation collegian population include the creation of a visible supportive community of engaged young STEM scholars. The investigators will study the effectiveness of this non-remedial comprehensive program and its elements in overcoming obstructions to persistence by comparing RESP students to a non-RESP control group. The study will examine academic outcomes such as course grades, STEM attrition, and study skills and attitudinal outcomes such as STEM self-efficacy and career interest. The research planned comprises qualitative interviews about the college experience, quantitative longitudinal assessment of academic achievement, and quantitative longitudinal assessment of STEM attitudes and study skills using survey methodology. Research results will be disseminated broadly to the academic community in STEM education and learning sciences. The results will be scalable and exportable to inform the development of interventions at other universities in which underprepared high potential students attempt the difficult transition from high school to college.

这一重要项目将为莱斯大学 STEM 专业成功的莱斯新兴学者计划 (RESP) 提供额外 13 名参与者资助。该计划旨在满足有才华的学生的需求，这些学生的准备工作使他们面临自然减员的风险。该计划通过侧重于大学学术准备和大学导航技能的活动，全面消除了坚持的障碍。它为学生提供了具有挑战性和身临其境的桥梁体验，重点关注学生在第一学期将面临的最困难的主题，然后是指导和至少两年的强化建议。 所有 13 名参与者都具有巨大的潜力和巨大的财务需求，并且绝大多数将来自代表性不足的群体。这笔资金将大大增加这些学生主修 STEM 学科并在毕业后成为科学和工程领导人才的机会。对更广泛的 URM 和第一代大学生群体的溢出效应包括创建一个由积极参与的年轻 STEM 学者组成的可见的支持社区。研究人员将通过将 RESP 学生与非 RE​​SP 对照组进行比较，研究这一非补救性综合计划的有效性及其克服坚持障碍的要素。该研究将考察课程成绩、STEM 损耗、学习技能等学术成果以及 STEM 自我效能和职业兴趣等态度成果。计划的研究包括关于大学经历的定性访谈、学术成就的定量纵向评估以及使用调查方法对 STEM 态度和学习技能进行定量纵向评估。研究成果将广泛传播给 STEM 教育和学习科学领域的学术界。研究结果将具有可扩展性和可输出性，为其他大学制定干预措施提供信息，这些大学中准备不足的高潜力学生尝试从高中到大学的艰难过渡。

项目成果

The development of collegiate STEM self-efficacy: A longitudinal study of first-year students

大学 STEM 自我效能感的发展：一年级学生的纵向研究

• 发表时间: 2022-06
• 期刊: Zone 1 Conference of the American Society for Engineering Education
• 作者: McSpedon; M. R.
• 通讯作者: M. R.

Board 14: Examining First-Year Chemistry Outcomes of Underprepared STEM Students Who Completed a STEM Summer Academic Bridge Program

Board 14：检查完成 STEM 夏季学术桥梁课程、准备不足的 STEM 学生第一年的化学成绩

• DOI: 10.18260/1-2--29939
• 发表时间: 2018-01
• 期刊: American Society for Engineering Education
• 作者: Bradford, Brittany;Beier, Margaret;Saterbak, Ann;McSpedon, Megan;Wolf, Michael;Kincaid, Kristi
• 通讯作者: Kincaid, Kristi

Examining STEM Diagnostic Exam Scores and Self-efficacy as Predictors of Three-year STEM Psychological and Career Outcomes

检查 STEM 诊断考试分数和自我效能作为三年 STEM 心理和职业成果的预测因素

• DOI: 10.18260/1-2--34614
• 发表时间: 2020-06
• 期刊: American Society for Engineering Education
• 作者: Bradford, Brittany;Beier, Margaret;McSpedon, Megan;Wolf, Michael
• 通讯作者: Wolf, Michael

STEM Graduation Outcomes of the Rice University Emerging Scholars STEM Intervention and Summer Bridge Program

莱斯大学新兴学者STEM干预及暑期桥梁项目STEM毕业成果

• DOI: 10.18260/1-2--35204
• 发表时间: 2020-06
• 期刊: American Society for Engineering Education
• 作者: Bradford, Brittany;Beier, Margaret;McSpedon, Megan;Wolf, Michael;Taylor, Matthew
• 通讯作者: Taylor, Matthew

Development and Validation of the STEM Study Strategies Questionnaire for STEM College Students

STEM 大学生 STEM 学习策略问卷的开发和验证

• DOI: 10.18260/1-2--32345
• 发表时间: 2019-07
• 期刊: American Society for Engineering Education
• 作者: Bradford, Brittany;Beier, Margaret;Wolf, Michael;McSpedon, Megan;Saterbak, Ann
• 通讯作者: Saterbak, Ann