Collaborative Research: PEEC Phase II: 2+2+2+Infinity: Pipeline for Tribal Preengineering to Society

合作研究：PEEC 第二阶段：2 2 2 Infinity：部落预工程到社会的管道

• 批准号: 1642021
• 负责人: Lori Nelson
• 金额: $ 49.5万
• 依托单位: NUETA HIDATSA SAHNISH COLLEGE
• 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: 2016-09-15 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1642021&HistoricalAwards=false
• 关键词: Collaborative; Research; PEEC; Phase; II

A goal of the Tribal Colleges and Universities Program (TCUP) is to increase the science, technology, engineering and mathematics (STEM) instructional and research capacities of specific institutions of higher education that serve the Nation's indigenous students. The PEEC-II track provides support for studies or educational research conducted by institutions that have had earlier Pre-Engineering Education Collaborative (PEEC) awards. The intent of PEEC-II is to capture, analyze, and disseminate the impact of these awards on the participating institutions, faculty, or students, and their communities. PEEC and PEEC-II are partnerships between TCUP and the Directorate for Engineering.This collaboration among TCUP colleges Sitting Bull College (SBC), Cankdeska Cikana Community College (CCCC), Nueta Hidatsa Sahnish College (NHSC), and Turtle Mountain Community College (TMCC), and North Dakota State University (NDSU), is the culmination of more than 15 years of active engagement in STEM education on North Dakota reservations. It builds on the foundation of their PEEC award which created formal partnerships, implemented student support structures at NDSU, and developed means to support pre-engineering coursework at remote tribal college locations through distance learning and support of tribal college faculty. The goals of this project are to 1) investigate and document the relationship between a new hybrid distance learning model applied to engineering education and its impact on recruitment, persistence and graduation of American Indian students, and 2) investigate and document the critical elements of the learning and support environments that can improve student success within engineering majors.Along with creating sustainable and supportive pathways to engineering degrees for American Indian students, the broader impact of this project will come from the value of the distance learning model and its assessment, disseminated broadly, which can support STEM learning at the participating institutions as well as at other institution partnerships that are trying to improve pathways between rural or isolated schools and four-year institutions.

部落学院和大学方案(TCUP)的一个目标是提高为本国土著学生服务的特定高等教育机构的科学、技术、工程和数学(STEM)教学和研究能力。PEEC-II项目为早些时候获得工程前教育合作(PEEC)奖项的机构进行的研究或教育研究提供支持。PEC-II的目的是捕捉、分析和传播这些奖项对参与机构、教师或学生及其社区的影响。PEEC和PEEC-II是TCUP和工程局之间的合作伙伴关系。TCUP学院坐在公牛学院(SBC)、Cankdeska Cikana社区学院(CCCC)、Nueta Hidatsa Sahnish学院(NHSC)、海龟山区社区学院(TMCC)和北达科他州州立大学(NDSU)之间的这种合作是15年多来积极参与关于北达科他州保留地的STEM教育的高潮。它建立在他们的PEEC奖的基础上，该奖项建立了正式的合作伙伴关系，在南加州州立大学实施了学生支持结构，并开发了通过远程学习和部落学院教职员工的支持来支持偏远部落大学地点的工程前课程工作的方法。这个项目的目标是1)调查和记录应用于工程教育的一种新的混合式远程学习模式与其对美国印第安人学生的招生、坚持和毕业的影响之间的关系，以及2)调查和记录能够在工程专业内提高学生成功的学习和支持环境的关键要素。除了为美国印第安人学生创造可持续的和支持性的获得工程学学位的途径之外，该项目的更广泛的影响将来自远程学习模式及其评估的价值，广泛传播，它可以支持参与机构以及其他机构伙伴关系的STEM学习，这些机构伙伴关系试图改善农村或与世隔绝的学校与四年制机构之间的途径。