Interdisciplinary Coaching As a Nexus for transforming how institutions support undergraduates in STEM (iCAN)

一个显着的需要存在，以增加STEM专业的人数从代表性不足的人口谁进入STEM劳动力。在全国范围内，只有不到40%的打算主修STEM领域的本科生完成了STEM学位。传统的机构改革的努力集中在系统层面的变化，辅导员的行为和支持。不幸的是，目前的机构改革努力并没有对STEM专业的自然减员率产生直接的大规模影响。本项目将研究在职教师如何使用移动的技术来指导STEM专业的本科生，他们有执行功能障碍（例如，更高层次的认知能力，例如规划、问题解决和心理灵活性），以便他们能够成功完成入门STEM课程作业。“跨学科教练作为转变机构如何支持STEM本科生的纽带（iCAN）”是一个探索性项目，将在两年内进行。iCAN是一种混合支持模型，它依赖于团队指导和移动的技术（例如，平板电脑和智能手机），以帮助本科生实现执行功能的能力，这是至关重要的科学，技术，工程和数学（STEM）的成功。该项目团队将系统地研究如何将佛蒙特州一所小型农村学院Landmark的成功模式迁移到美国第二大大学中央佛罗里达大学。该项目有利于研究生教师和本科STEM专业。它还为实践教师提供了关于如何更好地为学生在本科阶段的STEM专业取得成功做好准备的见解。如果该计划证明如预期的那样有效，它将提高所有本科生的STEM学习，持久性和进入STEM劳动力，特别是那些有执行功能缺陷的学生。

A significant need exists to increase the number of STEM majors from underrepresented populations who are entering the STEM workforce. Nationally, fewer than 40% of undergraduates who intend to major in a STEM field complete a STEM degree. Traditional institutional reform efforts focus on system-level changes in instructor behaviors and supports. Unfortunately, current institutional reform efforts have not had an immediate wide-scale impact on the attrition rate of STEM majors. This project will examine how practicing in-service teachers can use mobile technologies to coach undergraduates in STEM majors who have executive functioning difficulties (e.g., higher order cognitive abilities such as planning, problem resolution, and mental flexibility) so that they can successfully complete introductory STEM coursework.The "Interdisciplinary Coaching As a Nexus for Transforming how Institutions Support Undergraduates in STEM (iCAN)" is an exploratory project that will occur over two years. iCAN is a hybrid model of supports that relies on team coaching and mobile technologies (e.g., tablets & smartphones) to help undergraduates achieve executive function abilities that are critical to science, technology, engineering, and mathematics (STEM) success. The project team will systematically investigate how a successful model for enhancing undergraduate STEM learning and persistence at Landmark, a small rural college in Vermont, can be migrated to the University of Central Florida, which is the second largest university in the United States. The project benefits both the graduate student teachers and undergraduate STEM majors. It also provides practicing teachers with insights regarding how to better prepare students to be successful in STEM majors at the undergraduate level. If this program proves as effective as expected, it will enhance STEM learning, persistence, and entry into the STEM workforce for all undergraduate students, particularly those with executive function deficits.