Collaborative Research: The Redshirt in Engineering Consortium

低收入家庭的学生在工程专业的代表性不足，更有可能在工程专业中挣扎。研究发现，增加第一年和第二年的留校率可以提高有学术天赋的低收入家庭学生成功毕业并获得工程学位的能力。在这个合作研究项目中，六所院校将复制、改进和测试最初由科罗拉多大学博尔德分校开发的学生成功模式。该模式旨在提高来自服务不足人群的低收入（符合佩尔资格）学术天赋学生的留校率、成功率和毕业率。该项目将向六所合作院校组成的财团中的800名学生颁发奖学金。为了支持学生，该项目将适应并实施一个高质量的循证课程和课外活动的生态系统。该联盟的成员包括：科罗拉多大学博尔德分校；华盛顿大学；华盛顿州立大学；博伊西州立大学；伊利诺伊大学厄巴纳-香槟分校；以及加州大学圣地亚哥分校。工程红衫大学联盟致力于推广“红衫大学”模式，该模式主要关注大学一年级，包括侵入性的学术建议、创新的一年级学术课程、社区建设和职业意识。“红衫”一词指的是为严格的工程课程提供额外一年的准备。一项定量和定性混合方法的研究将检验该模型在不同条件和不同学生群体下的实施情况。一项比较纵向研究将检查奖学金获得者和攻读工程学位的类似学生之间预期学生成绩的差异。民族志研究的主要分析方法将是持续比较分析，这将涉及同时参与数据收集和数据分析。

Low-income students are underrepresented in engineering and more likely to struggle in engineering programs. Research has found that increasing first and second-year retention enhances the ability of academically talented low-income students to successfully graduate with engineering degrees. In this collaborative research project six institutions will replicate, improve, and test a model of student success originally developed at the University of Colorado, Boulder. The model is designed to increase the retention, success, and graduation of low-income (Pell-eligible) academically talented students from underserved populations. The project will make scholarship awards to 800 students across a consortium of the six partner institutions. To support the students, the project will adapt and implement an ecosystem of high quality evidence-based curricular and co-curricular activities. Members of the consortium are: the University of Colorado, Boulder; the University of Washington; Washington State University; Boise State University; the University of Illinois, Urbana-Champaign; and the University of California, San Diego. The Redshirt in Engineering Consortium is committed to propagating the "Redshirt" model, which focuses primarily on the first-year of college and consists of intrusive academic advising, an innovative first-year academic curriculum, community building, and career awareness. The term "redshirt" refers to the idea of providing an extra year of preparation for the rigors of engineering curricula. A quantitative and qualitative mixed methods research study will examine the implementation of the model under different conditions and with different student populations. A comparative longitudinal study will examine differences in expected student outcomes between scholarship recipients and similar students who are pursuing engineering degrees. The primary analytic approach for the ethnographic research will be the Constant Comparative Analysis, which will involve concurrent engagement in data collection and data analysis.