The Sacramento State PASS Program: Peer-Assisted Student Success

萨克拉门托州立 PASS 计划：同伴协助的学生成功

• 批准号: 1068383
• 负责人: Lynn Tashiro
• 金额: $ 200万
• 依托单位: University Enterprises, Incorporated
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1068383&HistoricalAwards=false
• 关键词: Sacramento; State; PASS; Program; Peer

This project is focusing on increasing the pass rate in gateway STEM courses in order to increase the number of STEM graduates at the institution by 18 percent. This increase brings the STEM graduation rate to that of the overall university average: 42 percent for first time freshmen; 62 percent for transfer students. Three strategies are being used to achieve this goal. I. The Early Intervention and Advising Program identifies at-risk students in gateway STEM courses and requires these students to participate in a specific set of academic and non-academic interventions prior to the fourth week of classes. II. The STEM Commit to Study Program motivates STEM students to achieve the University's recommended three hours of study per one unit of mathematics and science coursework. The Commit to Study curriculum enables students to recognize different teaching and learning modalities and how they can be used to succeed in STEM courses. III. The STEM Peer Assisted Learning (PAL) Program improves student success with peer-facilitated supplemental instruction in gateway STEM courses. The PAL Program also influences instruction in STEM gateway courses to integrate active and collaborative learning, inquiry-based instruction, and Backward Design curriculum planning. Intellectual Merit. This project provides an understanding of how an integrated set of research-based retention programs is coordinated with existing university programs to transform the pattern of STEM student success in gateway courses. This project is advancing knowledge about how certain factors put particular students at risk for failure in STEM. A more accurate understanding about how to match at-risk variables with validated research-based interventions is essential to increasing retention and graduation rates across all STEM disciplines. Broader Impacts. This project integrates research and education by advancing understanding about how the factors that cause students to leave STEM fields during their enrollment in gateway lower division STEM courses can be systematically mapped onto specific sets of research-based interventions which have been proven to be successful. In addition, the project examines how STEM retention risk factors (math preparation, STEM-specific study skills, motivation, personal financial and social concerns, etc.) can be identified and prioritized for a particular student and how they can be mapped onto interventions such as peer assisted learning, study programs and non-academic support services such as financial aid and time management workshops, student health and wellness resources. Although this can be done one-on-one at small institutions with sufficient resources, including a trained STEM counselor, this method is too labor-intensive and prohibitively expensive to do at large public institutions. The Early Intervention and Advising component is generating a rich data stream that can uncover quantitative correlations between risk factors and retention while also allowing the creation of data-driven treatment plans for individual students enrolled in gateway courses. The PAL component affords STEM faculty a mechanism to engage in action-research projects that contribute to the knowledge base of science education, also creating interdisciplinary partnerships. With its focus on Backward Design curriculum planning, PAL also promotes student-centered teaching by faculty and PAL facilitators. PAL broadens the participation of underrepresented groups by creating academic support communities and the opportunity for diverse students to connect through STEM study activities. It also produces a large cohort of students trained to teach science to their peers, creating a pipeline for teacher recruitment. PASS interdisciplinary collaborations enhance the infrastructure for education by creating working partnerships between STEM departments and Student Affairs. The outcomes of PASS will be disseminated through multiple state and federal pathways via presentations to the California State University system and local community colleges and to discipline-specific STEM national meetings and interdisciplinary Higher Education and First Year Experience (FYE) conferences. A monograph with data and findings will be published electronically through a project website and the FYE list serve. The synthesis and analysis of the retention and science education research will benefit STEM students, faculty and administrators, and inform local and national public policy makers.

该项目的重点是提高入门STEM课程的通过率，以使该机构的STEM毕业生人数增加18%。这一增长使STEM毕业率接近整个大学的平均水平：一年级新生毕业率为42%，转校生毕业率为62%。目前正在使用三种战略来实现这一目标。早期干预和建议计划识别Gateway STEM课程中的高危学生，并要求这些学生在第四周上课前参加一套特定的学术和非学术干预。STEM承诺学习计划激励STEM学生完成大学推荐的每单元数学和科学课程三个小时的学习。致力于学习的课程使学生能够认识到不同的教学和学习模式，以及如何利用这些模式在STEM课程中取得成功。STEM同伴辅助学习(PAL)计划通过在入门STEM课程中通过同伴促进的补充指导来提高学生的成功。PAL计划还影响STEM入门课程的教学，将主动和协作学习、基于探究的教学和逆向设计课程规划整合在一起。智力上的功绩。本项目旨在了解如何将一套完整的研究型留住项目与现有的大学项目协调起来，以改变STEM学生在入门课程中取得成功的模式。这个项目正在增进人们对某些因素如何使特定学生在STEM考试中面临失败风险的了解。更准确地了解如何将风险变量与有效的基于研究的干预措施相匹配，对于提高所有STEM学科的保留率和毕业率至关重要。更广泛的影响。该项目将研究和教育结合在一起，通过促进对如何将导致学生在Gateway低级STEM课程注册期间离开STEM领域的因素系统地映射到已被证明是成功的基于研究的干预措施的具体集合的理解。此外，该项目还考察了STEM保留风险因素(数学准备、STEM特有的学习技能、动机、个人财务和社会问题等)。可以为特定的学生确定并确定优先顺序，以及如何将其映射到干预措施中，如同伴辅助学习、学习计划和非学术支持服务，如经济援助和时间管理研讨会、学生健康和健康资源。虽然这可以在有足够资源的小机构中一对一地完成，包括训练有素的STEM顾问，但这种方法太劳动密集型，而且在大型公共机构做起来昂贵得令人望而却步。早期干预和建议部分正在生成丰富的数据流，可以揭示风险因素和留存之间的定量关联，同时还允许为注册Gateway课程的个别学生创建数据驱动的治疗计划。PAL部分为STEM教员提供了一种参与行动研究项目的机制，这些项目有助于建立科学教育的知识库，并建立跨学科伙伴关系。PAL专注于后向设计课程规划，并通过教师和PAL辅导者促进以学生为中心的教学。PAL通过创建学术支持社区并为不同学生提供通过STEM学习活动建立联系的机会，扩大了代表不足的群体的参与。它还培养了一大批接受过向同龄人教授科学课程的学生，为教师招聘创造了一条渠道。PASS跨学科合作通过在STEM部门和学生事务处之间建立工作伙伴关系来加强教育基础设施。PASS的结果将通过向加州州立大学系统和当地社区学院以及特定学科的STEM全国会议和跨学科高等教育和第一年经验(FYE)会议的演讲，通过多个州和联邦途径传播。一本包含数据和调查结果的专著将通过一个项目网站和FYE名单以电子方式发布。对保留和科学教育研究的综合和分析将有利于STEM的学生、教职员工和管理人员，并为地方和国家公共政策制定者提供参考。