NSF INCLUDES DDLP: Southeastern Compact for Inclusive Student Transitions in Engineering and Physical Sciences (SCI-STEPS)

NSF 包括 DDLP：工程和物理科学包容性学生过渡东南部契约 (SCI-STEPS)

• 批准号: 1744440
• 负责人: Keivan Stassun
• 金额: $ 29.84万
• 依托单位: Vanderbilt 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: 2017-09-15 至 2019-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1744440&HistoricalAwards=false
• 关键词: NSF; INCLUDES; DDLP; Southeastern; Compact

Physical science and engineering remain the least diverse of all STEM fields---with regard to women, underrepresented minorities, and persons with disabilities---across all levels of STEM education and training. SCI-STEPS is an NSF INCLUDES Design and Development Launch Pilot that will address this persistent challenge by developing a complete end-to-end pipeline (or system of pathways) from the beginning of college to the PhD, and then into the workforce. Many isolated efforts to broaden participation have shown promise, but they have not produced big enough impact. SCI-STEPS represents a concerted set of coordinated interventions---consciously facilitated, systemically linked, and purposefully disseminated. SCI-STEPS represents a broad regional network among major research universities, Historically Black Colleges and Universities, comprehensive universities, community colleges, national labs, and major scientific organizations. The goal of the network is to ensure that underrepresented individuals in the physical sciences and engineering can get from their starting point in STEM higher education---freshmen at 2-year or 4-year college---through the higher education pathways leading to an appropriate terminal degree and employment in the STEM workforce.Women, underrepresented minorities, and persons with disabilities collectively represent the majority of college-age individuals entering higher education with an expressed interest in physical science and engineering. A growing body of research indicates that academic and social integration may be even more influential than academic abilities for retention of students. Thus, interventions aimed at stemming the losses of these individuals must ultimately be aimed at changing the system---including unwelcoming institutional climates, racial/ethnic/gender stereotyping, a lack of mentors with whom to identify, and evaluation methods that emphasize conformity over individual capabilities---rather than changing the individual. The SCI-STEPS pilot focuses effort on institutional readiness for implementation of best practice interventions at four key junctures: (i) college freshman to sophomore; (ii) undergraduate to graduate; (iii) PhD to postdoc; and (iv) postdoc to workforce.The pilot will proceed in three steps: (1) a planning phase, (2) development of an initial end-to-end pathways model with four Juncture Transition teams, and (3) scale-up of the SCI-STEPS "network of networks" with all initial partners. By addressing these objectives through a collective impact framework and embedded research, this pilot will demonstrate how best-practice interventions at each pathway juncture can be dovetailed and scaled up across a broad range of institutional types and across a large but distinct geographical area. Addressing these objectives will thus also serve to advance Broadening Participation efforts at a national scale, by suggesting the forms of institutional partnerships and best-practices that may inform other alliances in other STEM disciplines and/or different regional areas.

在各个层次的STEM教育和培训中，就妇女，代表性不足的少数群体以及残疾人而言，物理科学和工程仍然是所有STEM领域中最少的多样性。 SCI步骤是NSF，包括设计和开发发射试点，该飞行员将通过从大学开始到博士学位，然后进入劳动力，通过开发完整的端到端管道（或路径系统）来应对这一持续的挑战。许多孤立的努力扩大参与的努力已经表现出了希望，但是它们产生了足够的影响。科幻步骤代表一组协调一致的干预措施 - 有意识地促进，系统地链接并有目的地传播。科幻步骤代表了主要研究大学，历史上的黑人学院和大学，综合大学，社区学院，国家实验室和主要科学组织的广泛区域网络。网络的目的是确保体育科学和工程中的人数不足的人可以通过STEM高等教育的起点从他们的起点到达2年或4年大学的新生 - 通过高等教育途径，导致STEM劳动力中适当的最终学位和就业的适当终种程度和就业。 工程。越来越多的研究表明，学术和社会融合可能比保留学生的学术能力更具影响力。因此，旨在阻止这些人损失的干预措施最终必须旨在改变系统 - 包括不受欢迎的机构气候，种族/种族/性别/性别刻板印象，缺乏与之相处的指导者以及强调一致性而不是个人能力的评估方法 - 而不是改变个人。科幻飞行员的飞行员专注于在四个关键时期实施最佳实践干预措施的机构准备工作：（i）大学新生至大二； （ii）毕业生的本科； （iii）博士学位至博士后； （iv）劳动力后的DOC。飞行员将分三个步骤进行：（1）计划阶段，（2）开发具有四个联合过渡团队的初始端到端途径模型，以及（3）与所有初始合作伙伴一起进行SCI步骤“网络”网络的扩展。通过通过集体冲击框架和嵌入式研究来解决这些目标，该飞行员将证明如何在每个路口的最佳练习干预措施如何互动，并在广泛的机构类型以及跨大型但独特的地理区域中进行缩放。因此，解决这些目标还将通过提出可能告知其他STEM学科和/或不同区域领域的其他联盟的机构合作伙伴关系和最佳实践的形式，从而提高国家规模扩大参与工作。