Enhancing Growth Mindset Academic Experiences to Support Graduation of Undergraduate Students in Computing

增强成长心态学术经验以支持计算机专业本科生毕业

• 批准号: 2029798
• 负责人: Sharon Mason
• 金额: $ 99.99万
• 依托单位: Rochester Institute of Tech
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-01-01 至 2025-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2029798&HistoricalAwards=false
• 关键词: Enhancing; Growth; Mindset; Academic; Experiences

This project will contribute to the national need for well-educated scientists, mathematicians, engineers, and technicians by supporting the retention and graduation of high-achieving, low-income students with demonstrated financial need at Rochester Institute of Technology. Over its five-year duration, this project will fund two-year scholarships to 30 unique first-year, full-time students. This funding will support the students as they pursue Bachelor of Science degrees in Software Engineering, Computing Security, Computing and Information Technologies, Web and Mobile Computing, or Human Centered Computing. This project aims to improve Scholars' retention and graduation rates by fostering a growth mindset. People with growth mindsets think that their abilities are not talents that they are born with, but instead can be enhanced through persistence and hard work. Faculty will gather as a learning community to understand, examine, develop, and apply evidence-based growth-mindset curricular enhancements. They will integrate these growth-mindset activities into programming and career preparation courses. Each Scholar will be paired with a faculty mentor and participate in an online mentoring community. In addition, Scholars will engage as a cohort in a semester seminar focusing on metacognitive approaches to fostering a growth mindset. This project is significant in that it will broaden the mindset approach beyond a single classroom intervention to a more comprehensive approach that addresses students’ success as they prepare for graduation and entry to the workforce. It also seeks to advance the computing education knowledgebase around integrating a growth mindset approach in post-secondary academic and career instruction. The overall goal of this project is to increase STEM degree completion of low-income, high achieving undergraduates with demonstrated financial need. Using implicit theories of intelligence as a framework for the design and evaluation, this project aims to promote student success by infusing a growth mindset throughout students’ academic and career preparation experiences. Building on research suggesting that mindset can be influenced to promote positive learning experiences, improved academic performance, and reduced vulnerability to stereotype threat, this project will adopt a holistic growth mindset approach for computing students. Metacognitive instruction around a growth mindset will also be integrated into student mentoring with the aim of promoting student success. Two goals guide the project: (1) increase the completion rate of academically talented, low-income Scholars in earning Bachelor of Science computing degrees at Rochester Institute of Technology; and (2) advance the knowledgebase in computing education mindset theory. Research findings will be disseminated through conferences and publications in computing education and learning sciences, as well as to academic leaders across the institution to promote extension of the successful approaches to other STEM academic domains. This project is funded by NSF’s Scholarships in Science, Technology, Engineering, and Mathematics program, which seeks to increase the number of low-income academically talented students with demonstrated financial need who earn degrees in STEM fields. It also aims to improve the education of future STEM workers, and to generate knowledge about academic success, retention, transfer, graduation, and academic/career pathways of low-income students.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.

该项目将通过支持罗切斯特技术学院的高成就，低收入学生的保留和毕业，对受过良好教育的科学家，数学家，工程师和技术人员的国家需求做出贡献。在五年的持续时间内，该项目将为两年的奖学金提供两年的奖学金，向30个独特的一年级全日制学生提供资金。这笔资金将在学生攻读软件工程，计算安全，计算和信息技术，网络和移动计算或人类以人为中心计算方面的科学学士学位时为学生提供支持。该项目旨在通过促进成长心态来提高学者的保留率和毕业率。具有成长心态的人认为，他们的能力不是他们天生的才能，而是可以通过持久和努力来增强自己的能力。教师将作为一个学习社区聚集，以理解，检查，开发和应用基于证据的增长和良好的课程增强。他们将将这些成长中的活动整合到编程和职业准备课程中。每个学者都将与教师的心理和参加在线心理社区相结合。此外，学者将在一个学期的开创性中作为一名同伙，重点介绍培养成长心态的元认知方法。该项目非常重要，因为它将将思维定态方法扩展到单个课堂干预之外，更全面地解决了学生在准备毕业和进入劳动力方面的成功的方法。它还试图围绕将成长心态的方法整合到博士后学术和职业教学中。该项目的总体目标是增加低收入，非常成功的本科生的茎学位，并表现出财务需求。该项目以隐性智能理论作为设计和评估的框架，旨在通过在学生的学术和职业准备经验中注入成长的心态来促进学生的成功。在研究的基础上表明，心态可能会受到影响，以促进积极的学习经历，改善学习成绩以及减少刻板印象威胁的脆弱性，该项目将采用整体增长心态的方法来计算学生。围绕成长心态的元认知指导也将融入学生的心态，以促进学生成功。两个目标指导该项目：（1）提高罗切斯特理工学院获得学士学位学士学位学士学位学士学位学士学位学士学位学者的完成率； （2）在计算教育思维理论中推进知识基础。研究发现将通过计算教育和学习科学的会议和出版物以及整个机构的学术领导者的传播，以促进成功的方法扩展到其他STEM学术领域。该项目由NSF在科学，技术，工程和数学计划方面的奖学金提供资金，该计划旨在增加具有在STEM领域获得学位的经济需求的低收入才华横溢的学生的数量。它还旨在改善未来STEM工人的教育，并为低收入学生的学术成功，保留，转移，毕业以及学术/职业途径提供知识。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛的影响来评估的珍贵的支​​持。