SBIR Phase I: Breaking the Cycle of Poverty, Unsupported Educational Pathways and Stagnant Social Mobility via Mobile Apps

SBIR 第一阶段：通过移动应用打破贫困、不受支持的教育途径和停滞的社会流动性的循环

• 批准号: 1549290
• 负责人: Renee Romero
• 金额: $ 15万
• 依托单位: CyclusBreak
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-01-01 至 2016-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1549290&HistoricalAwards=false
• 关键词: SBIR; Phase; Breaking; Cycle; Poverty

This SBIR Phase I project is targeted to support two end users; one being, first-generation college students who do not have the resources or college knowledge to get them through degree completion; and two, college advisors/counselors whose caseloads have reached insurmountable proportions making it impossible to provide quality attention to students with numbers spiking at rates not seen before since before the 2008 recession. Using technology that supports both users and research suggesting a need for innovative methods will find that this project can positively impact both. In the form of a mobile app, students are connected to their college advisor 24/7 and can send questions or concerns. Through this technology, students receive responses, notifications, and weekly guidance directly on their smart device, laptop or desktop. Implementing this app system not only teaches students and breaks down college policies and procedures, it also supports college advisors/counselors with reports and real-time data that enhances their role to perform efficiently through digital advising. Compared to the traditional methods currently being used today, significant differences can be found in the number of times and ways apps can provide service in just a matter of minutes. The product and platform during Phase I consists of 29 different native, web-based, mobile applications to be accessed through the Google Play Store, App Store and used on any Internet-based smart device and/or computer by post-secondary students. The curriculum has been created from a psycho-cultural perspective - meaning considered the beliefs, behavior, and emotions of historically underrepresented first generation students and used that data in developing the app curriculum. This system also serves college advisors/counselors to generate a number of reports including number of advisor to student connections (up to 48 times per semester), student engagement as well as periodic and strategic grade checks. The apps are a stand-alone product with no need to integrate into any existing system and takes 15 minutes to learn. This app system is designed to supplement student support services via their college advisor/counselor and overall goal is to increase student retention, persistence, and graduation efforts. To measure usability and feasibility, research team will use system data reports and surveys completed by students and college advisors/counselors to interpret and summarize results to provide a solid foundation for Phase II R/R&D.

这个SBIR第一阶段项目的目标是支持两个最终用户;一个是，第一代大学生谁没有资源或大学知识，让他们通过学位完成;和两个，大学顾问/辅导员的案件量已经达到难以克服的比例，使其无法提供高质量的关注，以学生人数激增的速度之前没有见过自2008年经济衰退之前。使用支持用户和研究的技术表明需要创新方法，将发现该项目可以对两者产生积极影响。在一个移动的应用程序的形式，学生连接到他们的大学顾问24/7，并可以发送问题或关注。通过这项技术，学生可以直接在他们的智能设备、笔记本电脑或台式机上收到回复、通知和每周指导。实施这个应用程序系统不仅教学生，打破了大学的政策和程序，它还支持大学顾问/辅导员的报告和实时数据，提高他们的角色，通过数字咨询有效地执行。与目前使用的传统方法相比，应用程序在几分钟内提供服务的次数和方式存在显着差异。第一阶段的产品和平台包括29种不同的本地、基于网络的移动的应用程序，可通过Google Play商店、App Store访问，并可供中学后学生在任何基于互联网的智能设备和/或计算机上使用。该课程是从心理文化的角度创建的-这意味着考虑了历史上代表性不足的第一代学生的信仰，行为和情感，并在开发应用程序课程时使用这些数据。该系统还为大学顾问/辅导员提供服务，以生成许多报告，包括顾问与学生联系的数量（每学期最多48次），学生参与度以及定期和战略性的成绩检查。这些应用程序是一个独立的产品，不需要集成到任何现有的系统中，只需15分钟即可学习。该应用程序系统旨在通过他们的大学顾问/辅导员补充学生支持服务，总体目标是提高学生的保留率，持久性和毕业努力。为了衡量可用性和可行性，研究团队将使用学生和学院顾问/辅导员完成的系统数据报告和调查来解释和总结结果，为第二阶段R/R D提供坚实的基础。