Creating technical leaders from early collegians of exceptional promise: a comprehensive program for demolishing barriers to persistence.

这一重大项目将为赖斯大学STEM专业的成功的大米新兴学者计划(RESP)的另外13名参与者提供资金。该计划旨在满足有才华的学生的需求，这些学生的准备工作使他们面临自然流失的风险。该计划在打击坚持障碍方面是全面的，活动的重点是为大学做学术准备和大学的导航技能。它为学生提供具有挑战性和身临其境的桥梁体验，专注于学生在第一学期将面临的最困难的主题，然后是指导和至少两年的密集建议。所有13名参与者都将具有很高的潜力和大量的经济需求，而且绝大多数将来自代表性不足的群体。这笔资金将极大地增加这些学生主修STEM学科，然后毕业成为科学和工程领域的领导者的机会。对更广泛的URM和第一代大学生群体的溢出效应包括创建一个由积极参与的年轻STEM学者组成的可见的支持性社区。研究人员将通过将RESP学生与非RESP控制组进行比较，来研究这一非补救性综合计划的有效性及其在克服坚持障碍方面的要素。这项研究将考察学业结果，如课程成绩、STEM自然减员，以及学习技能和态度结果，如STEM自我效能感和职业兴趣。计划的研究包括关于大学经历的定性访谈，对学业成就的定量纵向评估，以及使用调查方法对STEM态度和学习技能的定量纵向评估。研究成果将广泛传播给STEM教育和学习科学的学术界。结果将是可扩展和可输出的，以指导其他大学的干预措施的发展，在这些干预措施中，准备不足的高潜力学生试图艰难地从高中过渡到大学。

This significant project will fund thirteen additional participants to the successful Rice Emerging Scholars Program (RESP) for STEM majors at Rice University. The program is designed to meet the needs of talented students whose preparation leaves them at risk of attrition. The program is comprehensive in its attack on the barriers to persistence with activities that focus on academic preparation for college and navigational skills in college. It provides students with a challenging and immersive bridge experience focusing on the most difficult topics a student will face within their first semesters, followed by mentoring and at least two years of intensive advising. All thirteen participants will have high potential, substantial financial need, and the vast majority will be from under-represented groups. This funding will greatly increase the chance that these students will major in STEM disciplines and then later graduate into leadership in the sciences and engineering. Spillover effects to the broader URM and first-generation collegian population include the creation of a visible supportive community of engaged young STEM scholars. The investigators will study the effectiveness of this non-remedial comprehensive program and its elements in overcoming obstructions to persistence by comparing RESP students to a non-RESP control group. The study will examine academic outcomes such as course grades, STEM attrition, and study skills and attitudinal outcomes such as STEM self-efficacy and career interest. The research planned comprises qualitative interviews about the college experience, quantitative longitudinal assessment of academic achievement, and quantitative longitudinal assessment of STEM attitudes and study skills using survey methodology. Research results will be disseminated broadly to the academic community in STEM education and learning sciences. The results will be scalable and exportable to inform the development of interventions at other universities in which underprepared high potential students attempt the difficult transition from high school to college.