Barriers and Opportunities in Completing Two- and Four-Year STEM Degrees

完成两年制和四年制 STEM 学位的障碍和机遇

• 批准号: 1244829
• 负责人: Heidi Schweingruber
• 金额: $ 47.5万
• 依托单位: National Academy of Sciences
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-15 至 2017-02-28
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1244829&HistoricalAwards=false
• 关键词: Barriers; Opportunities; Completing; Two; Four

The National Research Council (NRC) Board on Science Education, in collaboration with the Board on Higher Education and Workforce, the Teacher Advisory Council, and the National Academy of Engineering, requests support for a study to understand the barriers to completion of two- and four-year STEM degrees and opportunities for overcoming these barriers. The study will explore the role of motivation, interest and attitude in shaping undergraduates' trajectories in STEM, especially in the transition from two-year to four-year institutions. It will give special attention to factors beyond the quality of instruction that influence diverse students' decisions to stay in or leave STEM majors' such as grading policies, course sequences, undergraduate learning and living environments, students' general self-efficacy and self-efficacy in science, high school preparation, family background, career and life aspirations, and knowledge of STEM careers. The study will build on related NRC work, including the recent summit on community colleges in the evolving STEM education landscape, the study of Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads and the ongoing study of Discipline-Based Education Research.

国家研究委员会 (NRC) 科学教育委员会与高等教育和劳动力委员会、教师咨询委员会和国家工程院合作，请求支持一项研究，以了解完成两年制和四年制 STEM 学位的障碍以及克服这些障碍的机会。该研究将探讨动机、兴趣和态度在塑造本科生 STEM 轨迹中的作用，特别是在从两年制到四年制院校的过渡过程中。它将特别关注教学质量之外影响不同学生留在或离开 STEM 专业的决定的因素，如评分政策、课程顺序、本科生学习和生活环境、学生的一般自我效能感和科学自我效能感、高中准备、家庭背景、职业和生活愿望以及 STEM 职业知识。该研究将建立在 NRC 相关工作的基础上，包括最近关于不断发展的 STEM 教育格局中社区大学的峰会、“扩大代表性不足的少数族裔参与：处于十字路口的美国科技人才”的研究以及正在进行的“基于学科的教育研究”的研究。