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

从具有杰出前途的早期大学生中培养技术领导者：消除持久障碍的综合计划。

• 批准号: 1565032
• 负责人: Michael Wolf
• 金额: $ 100万
• 依托单位: William Marsh Rice 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: 2016-05-01 至 2022-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1565032&HistoricalAwards=false
• 关键词: Creating; technical; leaders; early; collegians

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.

这个重要的项目将资助13名额外的参与者成功的莱斯新兴学者计划（RESP）在莱斯大学的STEM专业。该计划旨在满足有才华的学生的需求，他们的准备工作使他们面临自然减员的风险。该计划是全面的，在其攻击的障碍，坚持与活动，重点是学术准备大学和导航技能在大学。它为学生提供了一个具有挑战性和沉浸式的桥梁经验，专注于学生将在第一学期面临的最困难的话题，其次是指导和至少两年的密集咨询。 所有13名参与者都将具有很高的潜力，大量的财政需求，绝大多数将来自代表性不足的群体。这笔资金将大大增加这些学生主修STEM学科的机会，然后毕业成为科学和工程领域的领导者。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年轻的STEM学者组成的可见的支持性社区。研究人员将通过比较RESP学生和非RESP对照组来研究这种非补救性综合计划的有效性及其在克服持久性障碍方面的要素。该研究将检查学术成果，如课程成绩，STEM减员，学习技能和态度成果，如STEM自我效能和职业兴趣。计划的研究包括关于大学经历的定性访谈，学术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到STEM教育和学习科学的学术界。研究结果将是可扩展和可输出的，以告知其他大学的干预措施的发展，在这些大学中，准备不足的高潜力学生尝试从高中到大学的艰难过渡。

项目成果

The development of collegiate STEM self-efficacy: A longitudinal study of first-year students

大学 STEM 自我效能感的发展：一年级学生的纵向研究

• 发表时间: 2022
• 期刊: Zone 1 Conference of the American Society for Engineering Education
• 作者: McSpedon, M. R.

Board 14: Examining First-Year Chemistry Outcomes of Underprepared STEM Students Who Completed a STEM Summer Academic Bridge Program

Board 14：检查完成 STEM 夏季学术桥梁课程、准备不足的 STEM 学生第一年的化学成绩

• DOI: 10.18260/1-2--29939
• 发表时间: 2018
• 期刊: American Society for Engineering Education
• 作者: Bradford, Brittany;Beier, Margaret;Saterbak, Ann;McSpedon, Megan;Wolf, Michael;Kincaid, Kristi
• 通讯作者: Kincaid, Kristi

Development and Validation of the STEM Study Strategies Questionnaire for STEM College Students

STEM 大学生 STEM 学习策略问卷的开发和验证

• DOI: 10.18260/1-2--32345
• 发表时间: 2019
• 期刊: American Society for Engineering Education
• 作者: Bradford, Brittany;Beier, Margaret;Wolf, Michael;McSpedon, Megan;Saterbak, Ann
• 通讯作者: Saterbak, Ann

Selection Process of Students for a Novel STEM Summer Bridge Program

新型 STEM 夏季桥梁项目的学生选拔流程

• DOI: 10.18260/1-2--27735
• 发表时间: 2017
• 期刊: American Society for Engineering Education
• 作者: Beier, Margaret;Saterbak, Ann;McSpedon, Megan;Wolf, Michael
• 通讯作者: Wolf, Michael

Examining STEM Diagnostic Exam Scores and Self-efficacy as Predictors of Three-year STEM Psychological and Career Outcomes

检查 STEM 诊断考试分数和自我效能作为三年 STEM 心理和职业成果的预测因素

• DOI: 10.18260/1-2--34614
• 发表时间: 2020
• 期刊: American Society for Engineering Education
• 作者: Bradford, Brittany;Beier, Margaret;McSpedon, Megan;Wolf, Michael
• 通讯作者: Wolf, Michael