HSI Institutional Transformation Project: Cal Poly Pomona INtentional Venture Engaging STEM Students (CPP INVESTS)

HSI 机构转型项目：加州理工波莫纳意向创业项目吸引 STEM 学生 (CPP INVESTS)

• 批准号: 2122567
• 负责人: Olukemi Sawyerr
• 金额: $ 299.97万
• 依托单位: Cal Poly Pomona Foundation, Inc.
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122567&HistoricalAwards=false
• 关键词: HSI; Institutional; Transformation; Project; Cal

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 3 ITP project at California State Polytechnic University, Pomona (CPP) will advance the goals of the HSI Program by embedding high-impact practices (HIPs) during three critical transitions in the STEM student life cycle: (1) secondary to post-secondary education -- scale First Year Experience (FYE) courses and course-based undergraduate research experiences (CUREs), and embed peer learning assistants (PLAs) in FYEs; (2) lower division to upper division STEM courses -- embed CUREs in second year STEM gateway courses and capstone and upper-division GE courses; (3) graduation into the STEM workforce -- utilize two innovative components: “micro” internships and alternative learning records (ALRs). The project will scale the number of STEM students participating in internships by embedding six-week “micro” internship experiences in junior gateway and senior capstone courses. The project will develop and implement two ALRs -- leadership and research career development. To support STEM faculty, the project will provide STEM Faculty Institutes to coach faculty in developing culturally relevant pedagogy anchored in diversity, equity, and inclusion, developing FYE courses, embedding CUREs, micro-internships, and ALRs in their courses and programs. The specific aim of the project is to contribute to the understanding of how to build institutional capacity to enhance the quality of undergraduate STEM education at HSIs. The program evaluation plan will focus on institutional-level variables including recruitment, retention, and graduation rates of STEM students in the project by utilizing both formative and summative assessment methods. This project will employ quasi-experimental design to examine the impact of PLAs on the sense of belonging and academic self-efficacy of first year students in FYE courses. It will use mixed-methods to examine both the impact of micro-internships and ALRs on the professional identities of STEM students and the impact of the faculty professional development efforts, including pre-post surveys, interviews, and focused group discussions. The project will generate new knowledge and contribute to the development of the nascent research on the impact of ALRs and course-embedded micro-internships on STEM student success. The broader impact of the project is the potential to develop and test a model that will be disseminated to and can be utilized by the California State University system which serves the greatest number of Hispanics and underserved STEM students in the nation, and other institutions that serve large populations of students who are URMs, first-generation and low-income. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Projects supported by the HSI Program will also draw from these approaches to generate new knowledge on how to achieve these aims.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.

在不断改善的本科STEM教育的支持下：西班牙裔服务机构（HSI计划），该曲目3 ITP项目在加利福尼亚州立理工大学（POMONA），波莫纳（CPP）将通过嵌入高级影响力实践（HIPS）（hips）在STEM学生生活周期中的三个关键过渡中，以实现STEM生命周期的三个关键教育 - （1）sececnary seecondary（1），FY（FY）（fy）（FY），将推进HSI计划的目标：（hips）。本科研究经验（治疗）和FYES中嵌入同伴学习助理（PLA）； （2）下层茎课程的下层 - 第二年的茎门通道和顶峰和上限GE课程的嵌入式治疗方法； （3）毕业于STEM劳动力 - 使用两个创新组件：“微型”内部船只和替代学习记录（ALRS）。该项目将通过嵌入六周的“微型”实习经历和高级顶峰课程中的六周“微型”实习生经验来扩展参加幕后的STEM学生的数量。该项目将开发和实施两个ALR-领导和研究职业发展。为了支持STEM教师，该项目将为STEM教师机构提供教师的教练，以发展具有多样性，公平和包容性的具有文化相关的教学法，开发FYE课程，嵌入治疗方法，微观工资以及在其课程中的ALR。该项目的具体目的是有助于理解如何建立机构能力，以提高HSIS的本科STEM教育的质量。计划评估计划将专注于机构级别的变量，包括招聘，保留和毕业生在项目中使用形成性和总结性评估方法，包括该项目中的STEM学生的毕业率和毕业率。该项目将采用准实验设计来研究PLA对FYE课程一年级学生的归属感和学术自我效能感的影响。它将使用混合方法来研究微观领域的影响和ALR对STEM学生的专业身份的影响以及教师专业发展工作的影响，包括前调查，访谈和集中的小组讨论。该项目将产生新的知识，并有助于开发有关ALR和课程插入的微型领域对STEM学生成功的影响。该项目的更广泛的影响是开发和测试将被传播到并可以被加利福尼亚州立大学系统传播并可以利用的模型，该系统为全国的西班牙裔和服务不足的STEM学生提供服务，以及其他为大量学生提供URMS，第一代，第一代和低收入的学生提供的机构。 HSI计划旨在增强本科STEM教育，扩大参与STEM并在HSIS建立能力。鉴于HSI的多样性和背景，实现这些目标需要创新的方法，以增加机构和社区的转型，并促进对参与学生学习的基础研究（i），（ii）关于有效地使STEM参与和（iii）提高我们对HSIS机构能力的理解的有效多样化和（III）所需的方式。 HSI计划支持的项目还将从这些方法中汲取灵感，以产生有关如何实现这些目标的新知识。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准，通过评估诚实地表示支持。