Supporting Talent with Aligned Resources for STEM Students

为 STEM 学生提供一致的资源支持人才

• 批准号: 2130286
• 负责人: Ke Wu
• 金额: $ 169.29万
• 依托单位: University of Montana
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-04-15 至 2028-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2130286&HistoricalAwards=false
• 关键词: Supporting; Talent; Aligned; Resources; STEM

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 Salish Kootenai College, University of Montana, Montana Technological University, and Blackfeet Community College. Salish Kootenai College and Blackfeet Community College are both Tribal Colleges. Over its six-year duration, this project will fund scholarships to 105 unique full-time STEM students who are pursuing associate and/or bachelor degrees in Biological and Biomedical Sciences, Mathematics and Statistics, Physical Sciences, Engineering, Computer and Information Sciences, and/or Natural Resources and Conservation. First-year students in Bachelor degree programs will receive four-year scholarships while transfer students and first-year students in Associate degree programs will receive two-year scholarships. Students in the project will have access to a wide variety of supports such as individual mentoring from STEM faculty members and peers and monthly professional development opportunities with students from all four institutions. One of the unique features of the program is the collaboration between four institutions. This increased partnership between public research institutions and Tribal Colleges will facilitate a bidirectional sharing of best practices for mentoring, inclusive instruction, and student support. The partnership will also provide students with access to peers and faculty members at three other institutions within the state.The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need. The aims of this project are to increase the first-year retention and graduation rates for each student cohort, improve transition after graduation to either a STEM career or further higher education, and advance knowledge about issues and factors impacting advancement along the academic pathway. Montana faces post-secondary persistence challenges with two of its largest population groups: Native Americans and individuals from extremely rural areas. Each group faces unique persistence challenges, with some commonalities (e.g., strong ties to family/land, culture shock, stereotypes). Students with positive STEM-based identities perform better academically and are more likely to persist to earn a degree and stay in a STEM field. However, STEM-based identities can clash with personal identities, especially for students from marginalized communities. This project will add understanding in how to develop integrated identities that incorporate STEM identities and personal/cultural identities. To address the question of integrated identities, the social science research team will use a mixed-methods design. Findings will be synthesized into culturally-attuned, place-based knowledge that is useful for teaching, mentorship, and policy in STEM programs at Tribal and non-Tribal Colleges and Universities. This project will disseminate research findings, successes, and lessons learned to appropriate stakeholders via local and community meetings, presentations at regional and national events, and publications in relevant journals. These dissemination activities will take place on each campus and within communities as appropriate (e.g. Tribal Council meetings, community forums, and contribution to newsletters, websites, and other venues). 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.

该项目将通过支持高成就，低收入学生的保留和毕业，在索利什·科特纳（Salish Kootenai）学院，蒙大拿州大学，蒙大拿州技术大学和布莱克菲特社区学院（Blackfeet Community College）的保留和毕业，这将促进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。 Salish Kootenai学院和Blackfeet社区学院都是部落大学。在六年的持续时间内，该项目将为105名独特的全职STEM学生提供奖学金，这些学生正在攻读生物学和生物医学，数学和统计学，物理科学，工程，计算机和信息科学以及/或自然资源和自然资源和自然资源和自然资源和自然资源和自然资源和自然资源和自然资源和自然资源和自然资源和自然资源和自然资源和自然资源和自然资源和自然资源和自然资源和自然资源和自然资源和统计学。学士学位课程的一年级学生将获得四年奖学金，而转学学生和学位课程的一年级学生将获得两年奖学金。该项目中的学生将获得各种支持，例如STEM教师和同伴的个人指导以及与来自所有四个机构的学生的每月专业发展机会。该程序的独特功能之一是四个机构之间的协作。公共研究机构和部落学院之间的伙伴关系增加将促进双向共享指导，包容性教学和学生支持的最佳实践。该合作伙伴关系还将为学生提供该州其他三个机构的同行和教职员工的访问权限。该项目的总体目标是增加茎学位的完成，以证明经济需求，使低收入，高成就的大学生的较高成绩。该项目的目的是提高每个学生队列的第一年保留率和毕业率，改善毕业后的过渡到STEM职业或进一步的高等教育，并提高有关影响学术途径进步的问题和因素的知识。蒙大拿州面临大专生的两个最大人口群体：美国原住民和来自极端农村地区的个人。每个小组都面临着独特的持久性挑战，具有一些共同点（例如，与家庭/土地，文化冲击，刻板印象有牢固的联系）。基于STEM的积极身份的学生在学术上表现更好，并且更有可能持续获得学位并留在STEM领域。但是，基于STEM的身份可以与个人身份冲突，尤其是对于边缘化社区的学生而言。该项目将增加理解如何开发融合STEM身份和个人/文化身份的综合身份。为了解决综合身份的问题，社会科学研究团队将使用混合方法设计。调查结果将合成为具有文化的基于地点知识，这些知识可用于部落和非部落学院的STEM计划的教学，指导和政策。该项目将通过当地和社区会议，区域和国家活动的演讲以及相关期刊的出版物传播研究结果，成功和经验教训。这些传播活动将在每个校园和社区内进行，例如部落理事会会议，社区论坛以及对新闻通讯，网站和其他场所的贡献）。该项目由NSF在科学，技术，工程和数学计划方面的奖学金资助，该计划旨在增加具有证明经济需求的低收入学术才华的学生的数量，他们在STEM领域获得学位。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。这项奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的审查标准通过评估来通过评估来支持的。