Cohort Community for Academic Achievement Persistence and Perseverance in STEM Scholars Program

STEM 学者计划中学术成就坚持不懈的群体社区

• 批准号: 1564712
• 负责人: Louise Wrensford
• 金额: $ 64.99万
• 依托单位: Albany State University
• 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: 2016-04-01 至 2022-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1564712&HistoricalAwards=false
• 关键词: Cohort; Community; Academic; Achievement; Persistence

This NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) project will increase the number of students, who major in STEM disciplines at Albany State University and go on to successfully pursue STEM post-graduate education or research careers. During the project, 18 scholars will (a) develop and follow a four-year academic and professional plan that will include freshman learning community courses, workshops, service learning, and field trips or visitations under the guidance of a Student Success Coach, (b) participate in at least one undergraduate research experience, and (c) attend and present an undergraduate research project at an on-campus or regional conference. After graduation these talented scholars are expected to join the STEM workforce or go on to graduate school in STEM, enabling the US to compete and innovate in a global economy. The theory of action for this project is that psychosocial factors such as STEM identity and self-efficacy are particularly critical to retaining STEM students. Thus, the project elements are designed to help students to develop these factors through a strong cohort anchored around a freshman learning community, targeted and intrusive advising, mentoring by faculty and peers, and participation in undergraduate research and internships. Evaluation will address the project's success in achieving its retention, course pass rate, and graduation objectives. Data analysis of student academic performance and participation in program activities will be used to study the effects of interventions like the learning community and intrusive advising on self-efficacy and science identity for students at a Historically Black University. The research results will be disseminated at the University System of GA Teaching and Learning Conference and the Understanding Interventions that Broaden Participation in STEM Careers conference. Manuscripts will be submitted to the Journal of Higher Education and the Journal of College Science Teaching.

这个NSF科学，技术，工程和数学奖学金（S-STEM）项目将增加学生的数量，他们在奥尔巴尼州立大学主修STEM学科，并继续成功地追求STEM研究生教育或研究生涯。 在该项目期间，18名学者将（a）制定并遵循四年的学术和专业计划，其中包括新生学习社区课程，研讨会，服务学习，以及在学生成功教练的指导下进行实地考察或访问，（B）参加至少一个本科研究经验，以及（c）参加并在校园或区域会议上提出本科研究项目。毕业后，这些才华横溢的学者有望加入STEM劳动力队伍或继续STEM研究生院，使美国能够在全球经济中竞争和创新。该项目的行动理论是，STEM身份和自我效能感等社会心理因素对留住STEM学生尤为重要。 因此，该项目的内容旨在帮助学生通过围绕新生学习社区的强大群体，有针对性和侵入性的建议，教师和同行的指导以及参与本科生研究和实习来发展这些因素。 评估将涉及该项目在实现其保留，课程通过率和毕业目标方面的成功。 学生的学习成绩和参与计划活动的数据分析将被用来研究干预措施的影响，如学习社区和侵入性的自我效能和科学身份的学生在历史上黑人大学的建议。 研究结果将在GA教学和学习会议的大学系统和理解干预，broadening参与干职业会议传播。 论文将提交给《高等教育杂志》和《大学科学教学杂志》。