Culturally Adaptive Pathway to Success (CAPS)

在美国国家科学基金会科学、技术、工程和数学奖学金（S-STEM）项目的资助下，加州州立大学洛杉矶分校（Cal State LA）的这个项目旨在通过培养具有新能力和专业知识的未来工程师和计算机科学家，以及多样化的劳动力，来实现国家科学基金会改变前沿的战略目标。作为联邦指定的第三章机构，该大学在满足洛杉矶多元文化社区的教育需求方面有着历史性的承诺和服务记录。在S-STEM的支持下，首尔大学将开发“文化适应成功之路”（CAPS）计划，该计划将为具有学术天赋的低收入学生（土木工程、计算机科学、电气工程和机械工程）中的一个专业建立一个包容性的途径，以加速毕业。工程，计算机科学与技术学院（ECST）的许多学生的经济劣势通常与通过K-12教育的学术准备不足和有限的家庭指导有关。因此，许多学生，包括那些有学术天赋的学生，在实现他们的学术目标方面都面临着巨大的挑战。CAPS将侧重于通过三个综合干预措施逐步发展学生的社会和职业能力：(1)导师+，关系信息咨询，鼓励学生将他们的学术工作与他们的家庭和社区联系起来；(2)同伴群体，为学生提供社会支持结构，增强他们在工程和计算机科学教室及其他教室的归属感；(3)采用差异教育的专业发展，在学生练习如何适应他人可能拥有不同文化剧本的世界的情况下，为他们提供支持。教育心理学家与工程和计算机科学教育者之间的合作研究将有助于更好地理解(a)这些干预措施如何影响CAPS学者的社会归属感和工程身份的发展，以及(b)导师+对学业弹性和程度进步的影响。研究结果将用于加强CAPS计划，并在大学建立一个可持续的学者支持计划，该计划可以转移到类似的文化多元化机构，以增加有社会经济挑战的学生的成功。CAPS将资助两组14名学生，从大二到大四。三个关键的干预措施（导师+、同伴队列和专业实践中的差异教育）将解决学生的社会和学术需求，包括那些来自代表性不足的少数群体的学生。利用这种整体支持结构，该项目的目标是使至少90%的学者坚持学习项目，50%在5年内毕业，另外40%在6年内毕业于工程或计算机科学专业。该项目将通过各种活动来实施这些干预措施，包括导师+咨询、实地考察、专业研讨会、大二学生学习小组以及学者参加专业会议。通过利用现有的大学生服务和倡议，CAPS将扩大大学的能力，以支持有学术天赋的低收入学生，并加速他们的毕业。强有力的行政支持将确保项目的顺利进行。CAPS项目还将试点一个系统，以培养对文化有反应的顾问，并创造一种文化适应性咨询文化。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

With funding from the National Science Foundation's Scholarships in Science, Technology, Engineering and Mathematics (S-STEM) program, this project at California State University, Los Angeles (Cal State LA) is designed to address the NSF strategic goals of transforming frontiers by preparing future engineers and computer scientists with new capabilities and expertise as well as diversifying the workforce. As a federally designated Title III institution, the university has an historic commitment and record of service in meeting the educational needs of culturally diverse communities in Los Angeles. With support from S-STEM, the university will develop the Culturally Adaptive Pathway to Success (CAPS) program, which will build an inclusive pathway to accelerate the graduation for academically talented, low-income students in one of 4 majors (Civil Engineering, Computer Science, Electrical Engineering, and Mechanical Engineering). The financial disadvantage of many students at the College of Engineering, Computer Science, and Technology (ECST) is often connected with inadequate academic preparation through K-12 education and limited family guidance. Hence, many students, including those who are academically-talented, experience significant challenges in achieving their academic goals. CAPS will focus on progressively developing social and career competence in students via three integrated interventions: (1) Mentor+, relationally informed advising that encourages students to see their academic work in relation to their families and communities; (2) peer cohorts, providing social support structure for students and enhancing their sense of belongings in engineering and computer science classrooms and beyond; and (3) professional development with difference-education, giving students support in situations where they practice reconciling how to navigate a world where others may have a different cultural script. The collaborative research between the educational psychologist and engineering and computer science educators will lead to better understanding on (a) how these interventions affect the development of social belonging and engineering identity of CAPS scholars, and (b) the impact of Mentor+ on academic resilience and progress to degree. The findings will be used to enhance the CAPS program and establish a sustainable Scholars Support Program at the university that can be transferred to similar culturally diverse institutions to increase success for students who have socio-economic challenges. CAPS will support 2 cohorts of 14 scholars from their sophomore to senior years. The three key interventions (Mentor+, peer cohort, and difference-education in professional practice) will address the social and academic needs of students, including those from underrepresented minority groups. Using this holistic support structure, the goal of the project is to have at least 90% of scholars persist in the programs, 50% graduate within 5 years and an additional 40% graduate within 6 years in engineering or computer science majors. The program will implement these interventions through a variety of activities including Mentor+ advisement, field trips, professional seminars, a sophomore learning cluster, and participation by scholars in professional conferences. By leveraging the existing college student services and initiatives, CAPS will extend the college capacity to support academically talented, low-income students and accelerate their graduation. Strong administrative support will ensure the smooth operation of the program. The CAPS program will also pilot a system to develop culturally responsive advisors and create a culture of culturally adaptive advising.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.