Developing Science Leaders Through Applied Learning Experiences and Reflection

奥斯汀学院将填补科学，技术，工程和数学（STEM）教育的关键空白，并通过生产为21世纪STEM工作做好准备的劳动力来促进国家利益。 该项目的指导思想是，所有经过深思熟虑和科学训练的人都应该准备在职业生涯的某个时候担任领导角色。 通过整合教育在五个领导行为-沟通思想，解决问题，远见和规划，协同工作，并采取负责任的行为-与研究和服务学习，奥斯汀学院将培养学生成为领导者和积极参与者在21世纪世纪的劳动力。 通过应用学习经验和反思培养科学领导者项目将领导力培训直接纳入STEM课程。 使用作为STEM教学和研究（星星）领导计划的一部分开发的框架，该项目将采用高影响力的教育实践，包括提供共同的知识经验，协作任务和项目，本科生研究机会以及基于服务和社区的学习。研究部分将评估学生的领导能力是否因该项目而增长，并将确定星星领导力计划的应用学习部分是否有助于归属感，相互依赖-独立，增长与固定心态，以及STEM的自我效能感。为了增加影响力，拟议的研究将利用正在进行的纵向研究，作为先前S-STEM奖项的一部分，该奖项将审查领导力课程的影响。研究结果可以通过证明包括更全面的个人属性培训有助于学生在STEM劳动力和研究生课程中取得成功来增加STEM教育范式。

Austin College will fill a critical gap in science, technology, engineering, and mathematics (STEM) education and to promote the national interest by producing a workforce ready for 21st century STEM jobs. The guiding philosophy of the project is that all thoughtful and scientifically trained people should be prepared to assume leadership roles at some point in their careers. By integrating education in five leadership behaviors--communicating ideas, problem solving, foresight and planning, collaborative work, and acting responsibly--with research and service learning, Austin College will prepare its students to be leaders and active participants in the 21st century workforce. The Developing Science Leaders Through Applied Learning Experiences and Reflection project will integrate leadership training directly into the STEM curriculum. Using a framework developed as part of the STEM Teaching and Research (STAR) Leadership Program, the project will employ high-impact educational practices including providing common intellectual experiences, collaborative assignments and projects, undergraduate research opportunities and service- and community-based learning. The research component will assess whether students' leadership capabilities grow as a result of the project and will determine whether the applied learning components of the STAR Leadership Program contribute to a sense of belonging, interdependence-independence, growth versus fixed mindset, and self-efficacy in STEM. To increase the impact, the proposed research will leverage an ongoing longitudinal study, developed as part of a prior S-STEM award, which examines the impact of the leadership curriculum. The results could add to the STEM educational paradigm by demonstrating that including more holistic training in personal attributes helps students to succeed in the STEM workforce and graduate programs.