Collaborative Research: Making to Advance Knowledge, Excellence, and Recognition in STEM (MAKERS)

协作研究：促进 STEM 领域的知识、卓越和认可 (MAKERS)

• 批准号: 1644007
• 负责人: Overtoun Jenda
• 金额: $ 203.44万
• 依托单位: Auburn 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: 2016-10-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1644007&HistoricalAwards=false
• 关键词: Collaborative; Research; Making; Advance; Knowledge

Tuskegee University is leading a team of Alabama institutions, which includes Auburn University, Alabama A&M University, Auburn University Montgomery, Southern Union State Junior College, and Lawson State Community College, with support from Oakland University to implement a collaborative S-STEM project titled "Making to Advance Knowledge, Excellence, and Recognition in STEM" (MAKERS). The MAKERS project will provide scholarships to up to 158 students majoring in the biological, physical, mathematical, geological, and computer and information sciences; engineering; and associated technology areas. The MAKERS team will implement and assess a comprehensive list of hierarchical, evidence-based interventions designed to facilitate transfer, increase persistence and retention, and prepare Scholars for graduation and future careers in STEM fields. The MAKERS S-STEM model is designed to attenuate the potential factors that decrease persistence of low-income students in STEM degree programs by integrating STEM enrichment, research, and peripheral activities. The nature of many of the MAKERS project components and the wide range of institutional contexts show promise for improving outcomes for students at other institutions with similar demographics while capitalizing on their existing resources. MAKERS' hallmark intervention will be "Learning by Making," which will involve interdisciplinary Scholar clusters identifying and investigating problems affecting their local communities, and applying their STEM knowledge to "make" a product that has the potential to solve those problems.The major objectives of MAKERS are to: (1) increase student retention and graduation rates; (2) prepare students with the STEM academic foundation, professional skills and experiences needed to enter the STEM workforce or graduate school in STEM disciplines; and (3) investigate the MAKERS model's impact on recruitment, retention, success, and graduation of students in the target population and majors. The MAKERS project is innovative because, rather than focusing solely on developing the students' academic potential or restructuring institutional variables, it will empower students as active agents in their education by creating connections between their majors and the local community, mitigating potential inhibiting factors in the students' social context. Three unique aspects of the project - immersion of scholars in the "Learning by Making" process; strong cross-institutional social and professional networks; and the use of online platforms for support and collaboration - have the potential to transform the learning process for these students, helping them develop a STEM identity, fostering agency, and persisting to degree completion. A team of evaluation experts will continuously assess its interventions using mixed methods and provide feedback to the investigators to identify new best practices that will be added to the extant knowledge base on broadening participation of low-income groups in STEM fields.

杜斯基吉大学（Tuskegee University）领导着阿拉巴马州机构的团队，其中包括奥本大学，阿拉巴马州A＆M大学，奥本大学蒙哥马利大学，南联盟州立大学和劳森州立社区学院，并在奥克兰大学的支持下实施了一个合作的S-STEM项目，名为“促进STEM中的知识，卓越和认可”（制造商）。 制造商项目将提供奖学金，最多可为158名专业的生物，物理，数学，地质以及计算机和信息科学专业的学生提供奖学金；工程;和相关的技术领域。 制造商团队将实施和评估旨在促进转移，增加持久性和保留率的层次结构，基于证据的干预措施的全面清单，并为STEM领域的毕业和未来职业做好准备。 制造商S-STEM模型旨在通过整合STEM富集，研究和外围活动来减少降低茎学位课程中低收入学生的持久性的潜在因素。许多制造商的项目组成部分和广泛的机构背景的性质表明，有望改善具有类似人口统计学的其他机构的学生的成果，同时利用其现有资源。 制造商的标志性干预将是“通过制作学习”，这将涉及跨学科的学者集群识别和调查影响其当地社区的问题，并将其STEM知识应用于“使”有可能解决这些问题的产品。制造商要：（1）提高学生的保留率和毕业率； （2）为学生提供STEM学术基金会，专业技能和经验的准备，以进入STEM学科的STEM劳动力或研究生院； （3）调查制造商模型对目标人群和专业学生的招聘，保留，成功和毕业的影响。 制造商项目具有创新性，因为它不仅专注于发展学生的学术潜力或重组机构变量，还将通过在专业和当地社区之间建立联系来赋予学生作为教育的活跃代理的能力，从而减轻潜在的抑制因素学生的社会环境。该项目的三个独特方面 - 将学者浸入“通过制作”过程中；强大的跨机构社会和专业网络；并使用在线平台进行支持和协作 - 有可能改变这些学生的学习过程，帮助他们发展STEM身份，促进机构并持续完成。评估专家团队将使用混合方法不断评估其干预措施，并向研究人员提供反馈，以确定新的最佳实践，这些实践将被添加到现存的知识基础上，以扩大低收入组在STEM领域的参与。