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.

该项目将通过支持蒙大拿州蒙大拿大学萨利什库特奈学院保留和毕业有经济需求的成绩优异的低收入学生，满足国家对受过良好教育的科学家、数学家、工程师和技术人员的需求大学和黑脚社区学院。萨利什库特奈学院和黑脚社区学院都是部落学院。在六年的时间内，该项目将为 105 名独特的全日制 STEM 学生提供奖学金，他们正在攻读生物和生物医学科学、数学和统计学、物理科学、工程学、计算机和信息科学以及/或自然资源和保护。学士学位课程的一年级学生将获得四年的奖学金，而副学士学位课程的转学生和一年级学生将获得两年的奖学金。参与该项目的学生将获得广泛的支持，例如来自 STEM 教员和同行的个人指导，以及每月与来自所有四所院校的学生一起进行专业发展的机会。该计划的独特之处之一是四个机构之间的合作。公共研究机构和部落学院之间加强的伙伴关系将促进双向分享指导、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接触该州其他三所机构的同龄人和教职人员的机会。该项目的总体目标是提高有经济需求的低收入、成绩优异的本科生完成 STEM 学位的机会。该项目的目的是提高每个学生群体的第一年保留率和毕业率，改善毕业后向 STEM 职业或继续接受高等教育的过渡，并增进对影响学术道路进步的问题和因素的了解。蒙大拿州面临着两个最大人口群体的高等教育持久性挑战：美洲原住民和来自极端农村地区的个人。每个群体都面临着独特的持久性挑战，但也有一些共性（例如，与家庭/土地的紧密联系、文化冲击、刻板印象）。具有积极 STEM 身份的学生在学业上表现更好，更有可能坚持获得学位并留在 STEM 领域。然而，基于 STEM 的身份可能与个人身份发生冲突，特别是对于来自边缘化社区的学生而言。该项目将加深人们对如何发展融合 STEM 身份和个人/文化身份的综合身份的理解。为了解决整合身份的问题，社会科学研究团队将采用混合方法设计。研究结果将被综合成符合文化的、基于地方的知识，这些知识对于部落和非部落学院和大学的 STEM 项目的教学、指导和政策很有用。该项目将通过当地和社区会议、在区域和国家活动中的演讲以及相关期刊上的出版物，向适当的利益相关者传播研究成果、成功经验和经验教训。这些传播活动将酌情在每个校园和社区内进行（例如部落理事会会议、社区论坛以及对时事通讯、网站和其他场所的贡献）。该项目由 NSF 科学、技术、工程和数学奖学金项目资助，该项目旨在增加具有经济需求的低收入学术天才学生获得 STEM 领域学位的数量。它还旨在改善未来 STEM 工作者的教育，并产生有关低收入学生的学业成功、保留、转学、毕业以及学术/职业道路的知识。该奖项反映了 NSF 的法定使命，并被认为值得支持通过使用基金会的智力优点和更广泛的影响审查标准进行评估。