Strengthening the STEM Pipeline for Elementary School African Americans, Hispanics, and Girls by Scaling Up Summer Engineering Experiences

通过扩大暑期工程经验，加强小学非裔美国人、西班牙裔和女童的 STEM 培养渠道

• 批准号: 1614710
• 负责人: David Knight
• 金额: $ 64.58万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1614710&HistoricalAwards=false
• 关键词: Strengthening; STEM; Pipeline; Elementary; African

This is a collaborative proposal among the National Society of Black Engineers (NSBE), Virginia Tech, and Purdue University, submitted to the Successful Project Expansion and Dissemination strand of the Innovative Technology Experiences for Students and Teachers (ITEST) program. It aims to expand the implementation of a NSBE-supported program, "Summer Engineering Experiences for Kids", from 14 sites in 2016, to 31 by 2019; from 3,825 3rd-5th grade African American, Hispanic, and female students in 2015, to cumulatively 27,000 across the nation over the three-year duration of the project. By 2019, a total of 42,000 students will have been impacted by the program since its inception in 2007. The project will advance efforts of the ITEST program to better understand and promote practices that increase students' motivations and capacities to pursue careers in the fields of science, technology, engineering, or mathematics (STEM) by engaging them in a summer program through hands-on, team-based engineering design projects led by collegiate mentor-teachers. The project will use "A World in Motion"--an engineering curriculum for elementary and middle school children developed by the Society of Automotive Engineers, in addition to other STEM curricula to be incorporated across sites. Participants will experience applied engineering and computer programming learning opportunities, including engineering principles and related mathematics and science concepts and practices through selected activities. While expanding the program, researchers in the partnership will investigate the contextual factors that facilitate or constrain its implementation in order to develop a prototype with a potential to be used in various learning environments. Thus, the overall hypothesis of the work will be that organizational contexts enable, inhibit, and shape the experiences that students have, and consequently influence their outcomes. The three research questions will be: (1) For each site and across all sites, what is the change in students' STEM-related academic and career identity, conceptual knowledge, and interpersonal and intrapersonal skills?; (2) What is the relationship between students' academic motivation (i.e., empowerment, usefulness, success, interest, caring) and their STEM-related academic and career identity, conceptual knowledge, and interpersonal and intrapersonal skills?; and (3) How do organizational context factors influence students' experiences and outcomes? To address the first question, outcome measures will be administered in a pretest-posttest format to identify changes in students' STEM-related outcomes over the course of the program. To address the second research question, the project will use multilevel modeling to incorporate site-specific contextual variables. To address the third research question, the project will employ a multi-case study approach to investigate variation in available resources and implementation strategies across sites each year. Through multiple data collection methods, the research will capture the influential contextual factors of different sites and their relationship with students' experiences and outcomes. An advisory panel comprising scholars and practitioners in engineering education, engineering outreach programs, and research will provide oversight of the project's progress and an independent mechanism for evaluation. An external evaluator will conduct both formative and summative aspects of the project. The key outcome of the effort will be a research-informed and field-tested model to increase African American, Hispanic, and female students' achievement and engagement in STEM disciplines.

这是国家黑人工程师协会（NSBE），弗吉尼亚理工大学和普渡大学的合作提议，提交了针对学生和教师（ITEST）计划的创新技术经验的成功项目扩展和传播链。它旨在将NSBE支持的计划“儿童夏季工程经验”的实施从2016年的14个站点扩展到2019年的31个地点；从2015年的3,825个3年级的非裔美国人，西班牙裔和女学生，到该项目的三年期间，全国累计27,000。到2019年，自2007年成立以来，该计划将总共受到该计划的影响。该项目将促进ITEST计划的努力，以更好地理解和促进实践，从而提高学生的动机和能力，从而在科学，技术，工程，工程学或数学或数学领域（STEM）从事夏季计划中的夏季计划通过基于基础的Engineering Projecter的夏季计划来从事夏季的计划，以实现他们的工程设计。该项目将使用“一个运动中的世界” - 一项由汽车工程师协会开发的小学和中学儿童的工程课程，除了将其他STEM课程纳入跨站点的其他STEM课程。参与者将通过选定的活动体验应用工程和计算机编程学习机会，包括工程原理以及相关的数学和科学概念和实践。在扩大计划的同时，合作伙伴关系的研究人员将研究促进或限制其实施的上下文因素，以开发具有在各种学习环境中使用的原型。因此，这项工作的总体假设将是组织环境可以实现，抑制和塑造学生的经验，从而影响他们的成果。这三个研究问题将是：（1）对于每个站点，在所有站点中，学生与STEM相关的学术和职业身份，概念知识以及人际交往和人际交往能力的变化是什么？ （2）学生的学术动机（即授权，实用性，成功，兴趣，关怀）与与STEM相关的学术和职业身份，概念知识以及人际交往和人际交往能力之间有什么关系？ （3）组织环境因素如何影响学生的经验和成果？为了解决第一个问题，将以预测试的格式进行结果措施，以确定在计划过程中学生与STEM相关的结果的变化。为了解决第二个研究问题，该项目将使用多层次建模来合并特定网站的上下文变量。为了解决第三个研究问题，该项目将采用多案例研究方法来研究每年可用资源和实施策略的变化。通过多种数据收集方法，该研究将捕获不同站点的有影响力的上下文因素及其与学生的经验和结果的关系。由工程教育，工程外展计划和研究组成的学者和从业人员组成的咨询小组将提供对项目进步的监督以及评估的独立机制。外部评估者将同时进行项目的形成性和总结性方面。这项努力的主要结果将是一个知识和现场测试的模型，以增加非裔美国人，西班牙裔和女学生在STEM学科中的成就和参与。