Collaborative Research: Making to Advance Knowledge, Excellence, and Recognition in STEM (MAKERS)

协作研究：促进 STEM 领域的知识、卓越和认可 (MAKERS)

• 批准号: 1644066
• 负责人: Mohammed Qazi
• 金额: $ 194.38万
• 依托单位: Tuskegee 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: 2016-10-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1644066&HistoricalAwards=false
• 关键词: Collaborative; Research; Making; Advance; Knowledge

Tuskegee University is leading a team of Alabama institutions, which includes Auburn University, Alabama A&M University, Auburn University Montgomery, Southern Union State Junior College, and Lawson State Community College, with support from Oakland University to implement a collaborative S-STEM project titled "Making to Advance Knowledge, Excellence, and Recognition in STEM" (MAKERS). The MAKERS project will provide scholarships to up to 158 students majoring in the biological, physical, mathematical, geological, and computer and information sciences; engineering; and associated technology areas. The MAKERS team will implement and assess a comprehensive list of hierarchical, evidence-based interventions designed to facilitate transfer, increase persistence and retention, and prepare Scholars for graduation and future careers in STEM fields. The MAKERS S-STEM model is designed to attenuate the potential factors that decrease persistence of low-income students in STEM degree programs by integrating STEM enrichment, research, and peripheral activities. The nature of many of the MAKERS project components and the wide range of institutional contexts show promise for improving outcomes for students at other institutions with similar demographics while capitalizing on their existing resources. MAKERS' hallmark intervention will be "Learning by Making," which will involve interdisciplinary Scholar clusters identifying and investigating problems affecting their local communities, and applying their STEM knowledge to "make" a product that has the potential to solve those problems.The major objectives of MAKERS are to: (1) increase student retention and graduation rates; (2) prepare students with the STEM academic foundation, professional skills and experiences needed to enter the STEM workforce or graduate school in STEM disciplines; and (3) investigate the MAKERS model's impact on recruitment, retention, success, and graduation of students in the target population and majors. The MAKERS project is innovative because, rather than focusing solely on developing the students' academic potential or restructuring institutional variables, it will empower students as active agents in their education by creating connections between their majors and the local community, mitigating potential inhibiting factors in the students' social context. Three unique aspects of the project - immersion of scholars in the "Learning by Making" process; strong cross-institutional social and professional networks; and the use of online platforms for support and collaboration - have the potential to transform the learning process for these students, helping them develop a STEM identity, fostering agency, and persisting to degree completion. A team of evaluation experts will continuously assess its interventions using mixed methods and provide feedback to the investigators to identify new best practices that will be added to the extant knowledge base on broadening participation of low-income groups in STEM fields.

塔斯基吉大学正在领导一个由亚拉巴马大学组成的团队，其中包括奥本大学、亚拉巴马A M大学、奥本大学蒙哥马利、南方联合州立初级学院和劳森州立社区学院，并在奥克兰大学的支持下实施一个名为“促进STEM知识、卓越和认可”（MAKERS）的合作S-STEM项目。 MAKERS项目将为多达158名生物、物理、数学、地质、计算机和信息科学、工程和相关技术领域的学生提供奖学金。 MAKERS团队将实施和评估旨在促进转移，提高持久性和保留的分层，循证干预措施的全面清单，并为STEM领域的毕业和未来职业做好准备。 MAKERS S-STEM模型旨在通过整合STEM富集，研究和外围活动来削弱降低低收入学生在STEM学位课程中坚持的潜在因素。许多MAKERS项目组成部分的性质和广泛的机构背景表明，在利用现有资源的同时，有希望改善具有类似人口统计数据的其他机构的学生的成果。 MAKERS的标志性干预将是“通过制作学习”，这将涉及跨学科的学者集群识别和调查影响当地社区的问题，并应用他们的STEM知识“制造”有可能解决这些问题的产品。MAKERS的主要目标是：（1）提高学生的保留率和毕业率;（2）为学生提供进入STEM劳动力或STEM学科研究生院所需的STEM学术基础，专业技能和经验;（3）调查MAKERS模型对目标人群和专业学生的招聘，保留，成功和毕业的影响。 MAKERS项目具有创新性，因为它不是仅仅注重开发学生的学术潜力或调整体制变量，而是通过在学生的专业与当地社区之间建立联系，减轻学生社会环境中的潜在抑制因素，使学生能够成为教育的积极参与者。该项目的三个独特方面-学者沉浸在“通过制作学习”的过程中;强大的跨机构社会和专业网络;以及使用在线平台进行支持和协作-有可能改变这些学生的学习过程，帮助他们发展STEM身份，培养机构，并坚持完成学位。一个评估专家小组将使用混合方法不断评估其干预措施，并向调查人员提供反馈，以确定新的最佳做法，这些做法将被添加到现有的知识库中，以扩大低收入群体在STEM领域的参与。