The influence of policy implementation in the Midwest: How an SSTEM program broadens participation and enhances engineering identity for community college students
The influence of policy implementation in the Midwest: How an SSTEM program broadens participation and enhances engineering identity for community college students
复制标题
中西部政策实施的影响：SSTEM 项目如何扩大社区学院学生的参与并增强其工程认同
DOI：
--
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Kelly J. Cunningham
中科院分区：
文献类型：
--
作者：
Sarah L. Rodriguez;Maria L. Espino;Brian D. Le;Kelly J. Cunningham
本定性研究描述了中西部社区学院实施科学、技术、工程和数学奖学金（system）计划如何影响有经济需求的学生的工程身份发展。使用现象学方法，研究发现，该计划使社区大学的学生有更大的财务自由和专注于工程身份的能力。此外，系统计划加强学生与STEM教师，项目工作人员和同龄人的联系。该研究强调了为工程身份发展创造空间的必要性，发展教职员工和学生之间的联系，并通过不同的经历加强转移联系。未来的研究可能会着眼于纵向设计，并调查其他背景、工程学科、性别差异和规划结构，以增加这些发现的细微差别。研究表明，从业者可以将系统和工程经验作为财务自由和身份发展的机会，并进一步加强与四年制机构合作伙伴的联系。在政策方面，该研究表明，政策制定者认为身份发展经历是资助系统项目的一个重要方面，同时加强向学生提供的项目支持服务，并更加重视由系统项目资助的两年制和四年制院校之间的合作行动、计划活动和权力动态。
This qualitative research study describes how a Midwest community college’s implementation of an Scholarships in Science, Technology, Engineering, and Mathematics (SSTEM) program influences engineering identity development for its students with financial need. Using a phenomenological approach, the study finds that the program enables community college students to have greater financial freedom and an ability to focus on engineering identity. In addition, the SSTEM program enhances student connections with STEM faculty, program staff, and peers. The study highlights the need for creating spaces for engineering identity development, developing connections between faculty, staff, and students, and enhancing transfer connections through different experiences. Future research might look to longitudinal designs and investigate additional contexts, engineering disciplines, gender differences, and programmatic structures to add nuance to these findings. The study suggests that practitioners might frame SSTEM and engineering experiences as opportunities for financial freedom and identity development and make further enhancements to transfer connections to four-year institutional partners. In terms of policy, the study suggests that policymakers consider identity development experiences an important aspect of funding SSTEM programs while enhancing programmatic support services available to students and placing greater emphasis on the collaborative actions, planned activities, and power dynamics between two- and four-year institutions funded by the SSTEM program.
DOI：
10.46328/ijemst.v8i4.952
发表时间：
2018
期刊：
2018 Annual ASHE Conference (Association for the Study of Higher Education
影响因子：
--
作者：
Rodriguez, Sarah;Doran, Erin;Friedensen, Rachel;Martinez-Podolsky, Elizabeth;Hengesteg, Paul
通讯作者：
Hengesteg, Paul
DOI：
10.18260/p.26122
发表时间：
2016
期刊：
ASEE Annual Conference & Exposition
影响因子：
--
作者：
Godwin, Allison
通讯作者：
Godwin, Allison