HSI Implementation and Evaluation Project: Leveraging Social Psychology Interventions to Promote First Year STEM Persistence

HSI 实施和评估项目：利用社会心理学干预措施促进第一年 STEM 的坚持

• 批准号: 2345273
• 负责人: Lissette Delgado-Cruzata
• 金额: $ 50万
• 依托单位: CUNY John Jay College of Criminal Justice
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-04-01 至 2029-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2345273&HistoricalAwards=false
• 关键词: HSI; Implementation; Evaluation; Project; Leveraging

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 2: IEP, from City University of New York- John Jay College aims to support the high school to college transition of underrepresented minority (URM) science students to increase their first-year retention and ultimate promote higher graduation of these students. The first year of college has been shown to be a critical time in which students struggle and desist from studying and graduating with STEM degrees. The project is designed to better prepare 1st year students for the rigorous academic demands of majoring in the sciences and address the specific underlying psychological processes that contribute to URM students' concerns and challenges in STEM. In addition, the project will work with STEM faculty in establishing a “growth mindset” classroom. The project is positioned to increase the number of URM students who graduate in STEM-related fields, improve their academic outcomes, and increase their interest in pursuing graduate school and careers in STEM. The approach will address psychological, academic, social, and educational needs of URM students simultaneously through a multi-faceted strategy, and these findings will ultimately help other educators develop strategies that better support student populations in our Hispanic-serving institutions (HSI).The goals of the project are to: (1) increase first-year college students' engagement and retention in STEM via the implementation of empirically supported social psychological interventions, (2) enhance STEM students’ cultural knowledge and academic preparation through study skills training and mentoring, and (3) expand STEM faculty’s expertise to convey a growth mindset to students. It is hypothesized that participation in a social-psychological and study skills and time management training will reduce social identity threat and increase feelings of belonging, and identification and interest in STEM. The project is guided by a multi-pronged intervention that will utilize a quasi-experimental mixed factorial research design to examine whether the program influences both objective (i.e., GPA, first-year retention) and subjective (e.g., sense of belonging, identification in STEM) outcomes. It is predicted that the end-of-year GPA and first-year retention in STEM will be significantly higher for students who received the intervention than for students who did not receive the intervention and will promote persistence in first-year STEM students, increasing their likelihood of graduating in STEM disciplines. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also 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.

在改善本科STEM教育的支持下：西班牙裔服务机构（HSI计划），本曲目2：IEP，纽约市大学 - 约翰·杰伊学院（IEP）旨在支持高中，以支持高中的代表性不足的少数民族（URM）科学学生的过渡，以增加他们的第一年的保留和最终促进这些学生的高等毕业。大学的第一年被证明是一个至关重要的时期，学生在学习和毕业的词干学位上挣扎和渴望。该项目旨在更好地为一年级学生准备科学专业的学术要求，并解决有助于URM学生在STEM中的关注和挑战的特定基础心理过程。此外，该项目将与STEM教师合作建立“成长心态”课堂。该项目的定位可以增加在与STEM相关领域毕业，改善其学术成果并增加对STEM的研究生院和职业的兴趣的URM学生人数。该方法将仅通过多方面的策略来解决URM学生的心理，学术，社会和教育需求，这些发现最终将帮助其他教育工作者制定策略，以更好地支持我们的西班牙裔服务机构（HSI）（HSI）中的学生人口（HSI）。文化知识和学术准备通过学习技能培训和心理，以及（3）扩大STEM教师的专业知识，以向学生传达成长的心态。假设参与社会心理学和学习技能和时间管理培训将减少社会认同的威胁，增加归属感，认同和对STEM的兴趣。该项目的指导下是多管齐下的干预措施，该干预措施将利用准实验的混合阶乘研究设计来检查该程序是否影响目标（即GPA，第一年保留）和主观（例如，属于STEM中的遗产意识，识别意义）的结果。据预测，接受干预的学生的GPA和第一年的STEM保留将明显高于未接受干预并将促进第一年STEM学生持久性的学生，从而增加了他们在STEM学科中毕业的可能性。 HSI计划支持的项目还将为如何实现这些目标提供新的知识。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标准来通过评估来诚实地获得支持。