NSF INCLUDES Alliance: Expanding the First2 STEM Success Network

NSF 包括联盟：扩大 First2 STEM 成功网络

• 批准号: 1834586
• 负责人: Juliana Serafin
• 金额: $ 164.6万
• 依托单位: Higher Education Policy Commission
• 依托单位国家: 美国
• 项目类别: Cooperative Agreement
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1834586&HistoricalAwards=false
• 关键词: NSF; INCLUDES; Alliance; Expanding; First2

Developing and maintaining a diverse, innovative workforce in the fields of science, technology, engineering and math (known as STEM) is critical to American competitiveness in the world, but national surveys report a current and future shortage of highly qualified STEM professionals in the US. One problem creating this shortage is that more than half of all college students who declare a major in STEM fields drop out or change their majors in the first two years of their post-secondary education. This problem is particularly acute for first generation college students. If we could increase the STEM degree completion rate by just 25%, we would make up 75% of the additional workforce needed over the next decade. This project assembles undergraduate students, K-12 educators, college faculty and policy makers in West Virginia to form the First2 STEM Success Alliance. The Alliance aims to improve the college enrollment rate and success of undergraduate STEM students, with emphasis on rural first generation (FG) students through their first 2 years of college. At the core of our shared vision to improve student STEM success is the assumption that the students themselves should be co-creators of the solutions. The First2 Alliance will engage over 350 undergraduate FG students in the Networked Improvement Communities (NICs), research internships, peer-mentoring activities, and the FIRST Ambassador Program. As FIRST Ambassadors, students are guided to explore the disconnect between home life and STEM study, and conduct outreach to hometown students and K-12 stakeholders, their collegiate institutions, and their state legislators to illuminate the disconnect and suggest policy/practice changes to better support rural first generation STEM student success. Our change strategy is to implement the proven methodologies of Networked Improvement Communities (NICs) to study, improve and replicate promising programs that impact STEM persistence. Specifically, First2 Improvement teams will: 1) improve preparation for and transition to college; 2) replace ingrained institutional practices that stifle the development of STEM self-efficacy with 3) connect rural home culture and college STEM culture. As a rural state, West Virginia lags behind in the development of networks, alliances and long-term collaborations. The First2 Student Success Alliance will execute a comprehensive plan to build organizational capacity for a long-term Alliance, which includes a permanent hub organization and in so doing we will learn how to collaborate effectively and will document what we learn. The First2 Alliance model can be disseminated to assist other rural states in developing their own STEM-capable workforce. Finally, the First2 Alliance will advance our knowledge of barriers to and solutions that increase the success of first generation students in STEM. There are many studies that inquire into the factors that correlate with post-secondary retention in general, and with STEM attrition specifically but few that focus on rural students. The First2 Alliance will conduct a rigorous educational research study aimed at advancing understanding of the factors affecting rural students' entry into and persistence in STEM career pathways. From an improvement science and research perspective, we hypothesize that our work will apply to improving the persistence of all first generation STEM students, not just rural students.This NSF INCLUDES Alliance is co-funded by the NSF Established Program to Stimulate Competitive Research (EPSCoR). EPSCoR enhances research competitiveness of targeted jurisdictions (states, territories, commonwealth) by strengthening STEM capacity and capability.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

在科学，技术，工程和数学（称为STEM）领域发展和维持多样化的创新劳动力对美国的竞争力至关重要，但国家调查报告说，美国当前和未来对美国高素质的STEM专业人员的短缺。造成这种短缺的一个问题是，在大专学历的头两年中，所有宣布STEM领域专业的大学生中有超过一半的问题。 对于第一代大学生而言，这个问题尤其严重。 如果我们只能将STEM学位完成率提高25％，那么我们将占未来十年额外劳动力的75％。 该项目组建了西弗吉尼亚州的本科生，K-12教育家，大学教职员工和政策制定者，以组成第一届STEM成功联盟。 该联盟旨在提高大学茎学生的大学入学率和成功，并在大学前两年重点介绍了农村第一代（FG）学生。我们共同愿景的核心是提高学生茎成功的愿景是假设学生本身应该是解决方案的共同创造者。 第2个联盟将在网络改善社区（NICS），研究实习，同伴吸引活动和第一个大使计划中与350多名本科生FG学生互动。作为第一大使，学生将被指导探索家庭生活和STEM研究之间的脱节，并向家乡学生和K-12利益相关者，其大学机构以及他们的州立法者进行宣传，以阐明脱节并提出政策/实践的更改，以更好地支持农村第一代STEM学生的成功。 我们的变革策略是实施对网络改善社区（NIC）的验证方法，以研究，改进和复制影响稳定的有前途的计划。具体来说，第2个改进团队将：1）改进准备并过渡到大学； 2）取代根深蒂固的机构实践，用3）将农村家庭文化与大学茎文化联系起来。 作为一个农村国家，西弗吉尼亚州在网络，联盟和长期合作的发展方面落后。 第2名学生成功联盟将执行一项全面的计划，以建立长期联盟的组织能力，其中包括一个永久的集线器组织，因此，我们将学习如何有效地协作并记录我们所学到的知识。可以分散第2个联盟模型，以帮助其他农村国家发展自己的能力劳动力。 最后，第2个联盟将提高我们对障碍和解决方案的了解，从而增加STEM中第一代学生的成功。有许多研究调查了与一般的大专保留率相关的因素，而与STEM流失量相关，但很少有关注农村学生的因素。 第2 Alliance将进行一项严格的教育研究，旨在促进对影响农村学生进入STEM职业道路的持久性和持久性的因素的理解。 从改进的科学和研究的角度来看，我们假设我们的工作将适用于改善所有第一代STEM学生的持久性，而不仅仅是农村学生。该NSF包括联盟，由NSF建立的计划刺激竞争性研究（EPSCOR）共同资助。 EPSCOR通过增强STEM能力和能力来增强针对性司法管辖区（州，领土，联邦）的研究竞争力。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的智力优点评估和更广泛的影响来获得支持的。

项目成果

Self-efficacy, mindfulness, and self-compassion as predictors of math anxiety in undergraduate students

自我效能、正念和自我同情是本科生数学焦虑的预测因素

• DOI: 10.1080/0020739x.2022.2054740
• 发表时间: 2022
• 期刊: International Journal of Mathematical Education in Science and Technology
• 影响因子: 0.9
• 作者: Leppma, Monica;Darrah, Marjorie
• 通讯作者: Darrah, Marjorie

Visualizing and predicting the path to an undergraduate physics degree at two different institutions

可视化和预测在两个不同机构获得本科物理学位的路径

• DOI: 10.1103/physrevphyseducres.18.020117
• 发表时间: 2022
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Stewart, John;Hansen, John;Burkholder, Eric
• 通讯作者: Burkholder, Eric

Comparing introductory undergraduate physics learning and behavior before and after the COVID-19 pandemic

比较 COVID-19 大流行前后本科生物理入门学习和行为

• DOI: 10.1103/physrevphyseducres.19.013103
• 发表时间: 2023
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Nemeth, Amanda;Wheatley, Christopher;Stewart, John
• 通讯作者: Stewart, John

Pathways and Structures: Evaluating Systems Changes in an NSF INCLUDES Alliance

途径和结构：评估 NSF 包括联盟中的系统变化

• DOI: 10.1177/10982140211041606
• 发表时间: 2022
• 期刊: American Journal of Evaluation
• 影响因子: 1.7
• 作者: Howley, Caitlin;Campbell, Johnavae;Cowley, Kimberly;Cook, Kimberly
• 通讯作者: Cook, Kimberly

Findings from the first two years of the First2 Network.

First2 Network 前两年的调查结果。

• DOI: 10.55632/pwvas.v91i1.566
• 发表时间: 2019
• 期刊: Proceedings of the West Virginia Academy of Science
• 作者: Heatherly, Sue Ann;Starcovic, Sarah;Rutherford, Rebecca;Harvey, Erica;Williamson, Kathryn;Burt-Kinderman, Joanna;Riley, Sarah;Howley, Caitlin
• 通讯作者: Howley, Caitlin