Beyond Math Enrichment: Applied Practice With Life And Career Skills Intervention And Retention Applications Matter In Educating New Minority Freshmen
Beyond Math Enrichment: Applied Practice With Life And Career Skills Intervention And Retention Applications Matter In Educating New Minority Freshmen
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超越数学丰富：生活和职业技能干预和保留应用的应用实践对于教育新的少数族裔新生很重要
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发表时间：
2009
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通讯作者：
Beverley Pickering
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作者：
Beverley Pickering
STEM和城市教育以及教育心理学奖学金建立了四个关键的研究领域，需要明智的探索，以系统地增加对少数民族有效教学规划的实践：1)早期接触并持续参与实际应用课堂理论的重要概念（例如，逻辑推理，管理复杂性），2)根据学生的学习风格支持认知发展的课程，3)同伴和专家模式的教学代理作为学习伙伴和社会模式，以及4)在其他三个领域考虑社会文化和性别问题。本研究的研究设计基于以下假设，即经统计验证的信息技术生活技能职业发展（IT-LSCD）模型的重要原则将转移到改进的工程和计算机科学（E/CS）学习系统中，期望有希望的结果，并在其他机构的类似活动中得到更广泛的应用。威斯康星大学密尔沃基分校工程与应用科学学院努力将技术教育融入实际应用、生活技能咨询、职业发展指导和财政支持，这对少数民族新生的准备工作产生了影响。通过混合方法开发和测试综合准桥梁教学系统工程与计算机科学探索III （ECSE III aka ex-see 3）的可行性表明，该试点方法显着提高了所有10名参与者（3名导师，7名学员）。项目前和项目后测试成绩的比较显示出显著的能力提升。在学员中，有5人取得了具有解析几何地位的微积分，成为有学术价值的学者。在剩下的三位学员中，有一位通过了三角学（不是代数）的测试，而另外两位则同时参加了这两门课程的测试。广泛的基础知识帮助学生拓展了数学以外的经验。据报告，所有参与者都发展了调查反应能力，提高了他们的技术反思能力，形成了演讲技巧，建立了持久的学术关系，并获得了建立网络的信心。除了课堂和实地指导外，ECSE III策略还使用了多层次指导、生活学习社区（LLC）的住宅集群、专业协会和随后学期的增强活动。目标是通过早期入学和准备来增加E/CS学科的少数民族人数，同时解决招聘、入学、留校和持续支持问题，从而改善学生群体的多样性。本文描述了通过上述镜头检查ECSE III的结果。本文介绍了参与者的特征、计划前的期望和计划后的自我报告经验。此外，本文还披露了在ECSE III项目前测试成绩中观察到的等级，在随后的秋季学期跟踪参与者发展的结果，以及对ECSE III中组件修改的建议。ASEE主题：本科生的保留和发展
STEM and urban education along with educational psychology scholarship established four critical research areas that needed judicious exploration to systematically increase the exercise of effective instructional programming for minorities: 1) Early access to and sustained engagement with salient concepts (e.g., logical reasoning, managing complexity) that practically apply classroom theories, 2) Curriculum that supports cognitive development in proportion to students’ learning styles, 3) Peer and expert-model pedagogical agents as learning companions and social models, and 4) Considering sociocultural and gender issues in the other three areas. The research design for this study expected promising outcomes with broader applications for similar activities at other institutions based on the assumption that salient tenets of a statistically proven method, the Information Technology Life Skills Career Development (IT-LSCD) model, would transfer to a modified engineering and computer science (E/CS) learning system. Efforts in the University of Wisconsin-Milwaukee College of Engineering & Applied Science to infuse technical education with practical application, life skills counseling, career development instruction, and financial support made a difference in the preparation of new minority freshmen. Developing and testing the feasibility of the comprehensive quasi-bridge instructional system, Engineering & Computer Science Explorations III (ECSE III aka ex-see 3), through mixed methodology showed that the approach in this pilot significantly advanced all 10 participants (three mentors, seven mentees). Comparisons between preand post-program test scores showed significant aptitude improvement. Among mentees, five attained calculus with analytical geometry status and became scholarship worthy. Of the remaining three mentees, one tested out of trigonometry (not algebra) while the other two tested into both courses. Broad fundamentals helped expand students’ experiences beyond math enrichment. All participants reported to have developed investigative responsiveness, increased their technical reflection abilities, formed presentation skills, established durable academic relationships, and gained networking confidence. Besides classroom and field instruction, the ECSE III strategy used multilevel mentoring, residential clustering in a Living Learning Community (LLC), professional associations, and enhancement activities during the ensuing academic semester. The goal was to improve student population diversity by increasing the number of minorities in E/CS disciplines through early access and preparation that concurrently addressed recruitment, matriculation, retention, and sustained support issues. This paper depicts results that derived from examining ECSE III through the abovementioned lenses. The paper informs about participants’ traits, pre-program expectations, and post-program self-reported experiences. As well, the paper discloses gradations observed within ECSE III prepost-program test scores, outcomes of tracking participants’ development during the ensuing fall semester, and suggestions for component modifications within ECSE III. P ge 14277.2 ASEE Topic: Undergraduate Retention and Development