Facilitating sustainable partnerships for STEM education and accessible pathways for STEM students using an evidence-based model

使用循证模型促进 STEM 教育的可持续合作伙伴关系，并为 STEM 学生提供无障碍途径

• 批准号: 10210407
• 负责人: Debra Lynn Yourick
• 金额: $ 25万
• 依托单位: WALTER REED ARMY INSTITUTE OF RESEARCH
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-06 至 2025-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10210407
• 关键词: Address; Affect; Attitude; Behavioral; Cognitive; College Preparation; Communication; Communities; Complement; Data; Education; Educational process of instructing; Elements; Emotional; Evaluation; Feedback; Fostering; Funding; Goals; Grant; Growth; Happiness; High School Student; Home; Individual; Institution; Internships; Knowledge; Lead; Learning; Life; Low income; Maryland; Measures; Mentors; Mentorship; Minority; Modeling; Motivation; Neighborhoods; Participant; Pathway interactions; Performance; Plants; Positioning Attribute; Program Sustainability; Research; Resources; STEM career; STEM student; Schedule; Schools; Science; Science Enrichment; Science, Technology, Engineering and Mathematics; Science, Technology, Engineering and Mathematics Education; Scientist; Secondary Schools; Self Efficacy; Site; Student recruitment; Students; Surveys; System; Techniques; Testing; Time; Training; Underrepresented Populations; Underrepresented Students; United States; Universities; Vision; Work; after-school program; base; career; college; comparison group; design; dissemination strategy; efficacy evaluation; evidence base; experience; high school; implementation fidelity; improved; laboratory experience; mentoring community; online community; outreach program; peer; peer coaching; programs; racial minority; school district; social; student participation; summer program; tool; undergraduate student; underserved community; underserved students; virtual

Abstract The fields of science, technology, engineering, and mathematics (STEM), are deeply impacted by systemic educational inequities in the U.S. public school system, creating barriers to science, often among racial minorities and individuals from underserved communities. Results of our recent work suggests that some of these barriers can be mitigated through weekly STEM enrichment activities in underserved high school classrooms, facilitated by a team of near-peer mentors (NPMs) from the same or nearby communities; high school students gain more positive attitudes toward science and scientists, increased content knowledge, and increased understanding of the relevance of science in their lives by the conclusion of the program. Our objectives in this proposal are to disseminate sustainable, refined NPM-led science enrichment programs with enhanced in-classroom and virtual mentoring in underserved classrooms through partnerships within our home state, and to further investigate shifts in participants’ attitudes toward science. In pursuing these objectives, we aim to: (1) Determine whether enhanced in-classroom mentoring, paired with virtual mentoring can be used as effective strategies to engage underserved students; (2) Elucidate the underlying mechanism(s) for students’ attitudinal changes towards science with near- peer mentoring; and (3) Evaluate effective strategies for the dissemination and the sustainability of NPM programs. We will partner with minority-serving universities in Maryland, and local high schools in their communities to disseminate the NPM model. We hypothesize that dissemination of this enhanced NPM model will lead to a network of sustainable programs that will promote shifts in students’ classroom performance, attitudes, engagement, and growth mindsets. Our expertise puts us in a unique position to train others in implementation of this model, thus increasing the number of under-represented students who have access to meaningful and preparatory experiences in STEM. We will use a matched comparison group design to evaluate the efficacy of the near-peer mentorship programs for students, and fidelity surveys to evaluate the consistency of program implementation across sites. The dissemination of a sustainable NPM model will help us accomplish our long-term goal of addressing systemic educational inequities, and increase our capacity for recruitment of students from underserved and underrepresented backgrounds into STEM internships, providing an element of continuity for participants. The proposed work will also provide a blueprint for other SEPA programs to disseminate evidence-based outreach programs.

抽象的 科学、技术、工程和数学（STEM）领域深受系统性影响 美国公立学校系统中的教育不平等，通常在少数族裔中造成科学障碍 我们最近的工作结果表明，其中一些障碍可以解决。 可以通过每周在服务不足的高中教室开展 STEM 丰富活动来缓解，这些活动由 来自相同或附近社区的高中生的近同伴导师 (NPM) 团队获得更积极的影响； 对科学和科学家的态度，增加内容知识，增加对相关性的理解 通过该计划的结束，我们的目标是传播科学。 由 NPM 主导的可持续、完善的科学强化计划，并加强课堂和虚拟指导 通过我们本州内的合作伙伴关系，在服务不足的教室中开展工作，并进一步调查 在追求这些目标的过程中，我们的目标是：（1）确定参与者对科学的态度是否得到增强。 课堂辅导与虚拟辅导相结合可以作为有效策略来吸引服务不足的人 学生；（2）阐明学生对科学态度改变的潜在机制 同行指导；(3) 评估国家预防管理计划的传播和可持续性的有效策略。 我们将与马里兰州的少数族裔服务大学及其社区的当地高中合作， 我们发现，这种增强型 NPM 模型的传播将形成一个网络。 可持续计划将促进学生课堂表现、态度、参与度和参与度的转变 我们的专业知识使我们处于独特的地位，可以培训其他人实施该模型，从而 增加获得有意义的预备经历的弱势学生数量 在 STEM 中，我们将使用匹配的比较组设计来评估近同伴指导的效果。 学生计划以及忠诚度调查，以评估跨站点计划实施的一致性。 传播可持续的 NPM 模式将有助于我们实现系统性解决问题的长期目标 教育不平等，并提高我们从服务不足和代表性不足的学生中招收学生的能力 STEM 实习的背景，为参与者提供连续性的元素。 还为其他 SEPA 计划提供了传播循证外展计划的蓝图。