EAGER: Student Support in STEM: Developing and validating a tool to assess the magnitude of college-level support provided to undergraduate students

EAGER：STEM 中的学生支持：开发和验证工具来评估为本科生提供的大学级支持的程度

• 批准号: 1704350
• 负责人: Walter Lee
• 金额: $ 25.74万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-05-15 至 2021-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1704350&HistoricalAwards=false
• 关键词: EAGER; Student; Support; STEM; Developing

Researchers at Virginia Polytechnic Institute and State University propose to conduct exploratory research through the EHR Core Research (ECR) program to further develop and validate a survey instrument that can be used by college administrators and student-support practitioners to assess the magnitude of institutional support received by undergraduate students in science, technology, engineering, and mathematics (STEM). An instrument to do this work does not currently exist. Such an instrument is important because it will facilitate college administrators monitoring progress in this area. It will also lead to the identification of opportunities with regard to making local STEM learning environments more supportive from the perspectives of undergraduate students in general. The research team will survey students at three institutions to assess their local environments, provide data-driven evidence for interventions tailored to the unmet needs of the target population, and monitor progress relative to effectively supporting students.Student-retention theories traditionally focus on institutional retention, even though efforts to support STEM students occur at the college level. The proposed study will bridge this gap between research and practice by extending and empirically testing the Model of Co-curricular Support (MCCS), which specifically focuses on supporting and retaining underrepresented groups in STEM. The project will extend a prior student-retention theory to provide evidence that STEM researchers, educators, administrators, and policy makers need for informed decisions to improve STEM learning environments and design effective programs, activities, and services. The project will enable institutions to gauge the effectiveness of their institutional support for undergraduate STEM students, including those from under-served populations. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, extensive, and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development.

弗吉尼亚理工学院和州立大学的研究人员提议通过 EHR 核心研究 (ECR) 计划进行探索性研究，以进一步开发和验证一种调查工具，可供大学管理人员和学生支持从业人员用来评估所获得的机构支持的程度由科学、技术、工程和数学 (STEM) 专业的本科生组成。 目前尚不存在完成这项工作的工具。 这样的工具很重要，因为它将有助于大学管理人员监控该领域的进展。它还将导致确定机会，从总体上本科生的角度来看，使当地的 STEM 学习环境更具支持性。 研究小组将对三所院校的学生进行调查，以评估他们的当地环境，为针对目标人群未满足需求的干预措施提供数据驱动的证据，并监测与有效支持学生相关的进展。学生保留理论传统上侧重于院校保留，尽管支持 STEM 学生的努力发生在大学层面。拟议的研究将通过扩展和实证测试课外支持模型（MCCS）来弥合研究与实践之间的差距，该模型特别关注支持和留住 STEM 中代表性不足的群体。 该项目将扩展先前的学生保留理论，为 STEM 研究人员、教育工作者、管理人员和政策制定者提供证据，证明他们需要做出明智的决策，以改善 STEM 学习环境并设计有效的项目、活动和服务。该项目将使各机构能够评估其对本科 STEM 学生（包括来自服务不足人群的学生）的机构支持的有效性。 ECR 项目强调基础 STEM 教育研究，产生该领域的基础知识。对重要、广泛和持久的关键领域进行投资：STEM 学习和 STEM 学习环境、扩大 STEM 参与以及 STEM 劳动力发展。

项目成果

EAGER: Student Support in STEM: Developing and Validating a Survey Instrument for Assessing the Magnitude of Institutional Support Provided to Undergraduate Students at a College Level

EAGER：STEM 中的学生支持：开发和验证用于评估向大学本科生提供的机构支持程度的调查工具

• 发表时间: 2018-06
• 期刊: ASEE annual conference & exposition
• 作者: Lee, W.C.;Knight, D.B.;Godwin, A.;Moyer, L.A.;Hasbun, I.M.
• 通讯作者: Hasbun, I.M.

Toward a Measurement of Co-Curricular Support: Insights from an Exploratory Factor Analysis

衡量课外支持：探索性因素分析的见解

• 发表时间: 2019-04
• 期刊: Collaborative Network for Engineering and Computing Diversity (CoNECD
• 作者: Hall, J.L.;Verdín, D.;Lee, W.C.;Knight, D.B.;Godwin, A.F.
• 通讯作者: Godwin, A.F.

Differences Between Science and Engineering Undergraduate Students’ Perceived Support: Exploring the Potential of College Profiles

理工科本科生之间的差异——感知支持：探索大学概况的潜力

• DOI: 10.1109/fie43999.2019.9028454
• 发表时间: 2019-10
• 期刊: Frontiers in Education Conference
• 作者: Hall, Janice L.;Verdin, Dina;Lee, Walter C.;Godwin, Allison;Knight, David
• 通讯作者: Knight, David

Board 90: EAGER: Measuring Student Support in STEM: Insights from Year 2

Board 90：EAGER：衡量学生对 STEM 的支持：来自第二年的见解

• 发表时间: 2019-06
• 期刊: ASEE Annual Conference & Exposition
• 作者: Lee, W. C.;Knight, D. B.;Godwin, A.;Hall, J. L.;Verdín, D.
• 通讯作者: Verdín, D.

Work in Progress: Applying Transition Theory to an Exploration of the High-School-to-College Transition Experiences of Students from Underrepresented Ethnic/Racial Groups

正在进行的工作：应用过渡理论来探索来自代表性不足的族裔/种族群体的学生从高中到大学的过渡经历

• 发表时间: 2019-04
• 期刊: Collaborative Network for Engineering and Computing Diversity (CoNECD
• 作者: Boyd;Waters, R.C.;Sikder, Y.Y.;Taylor, A.R.;Artiles, M.S.;Coso Strong, A.;Lee, W.C
• 通讯作者: Lee, W.C