The Two- to Four-year Institutional Pathway to STEM Degrees: An Empirical Study of Broadening Participation in STEM

获得 STEM 学位的两到四年制度途径：扩大 STEM 参与的实证研究

• 批准号: 1761185
• 负责人: Heather Thiry
• 金额: $ 247.37万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-06-01 至 2025-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1761185&HistoricalAwards=false
• 关键词: Two; Four; year; Institutional; Pathway

Given their accessibility and affordability, community colleges attract high numbers of minority, low-income, and first-generation students. Despite their potential to diversify the STEM workforce, few studies have sought to capture how community colleges serve underrepresented students in STEM courses and degree programs. Further, there is a limited understanding of what leads underrepresented community college students to transfer to and attain STEM degrees from four-year institutions. Taking a systems-level approach to broadening participation, this project asks, "How do diverse students successfully navigate two- to four-year institutional pathways in STEM and what are the institutional practices and resources that support their progress through to bachelor degree attainment?" It aims to answer this question by developing descriptive case studies of three pairs of two- and four-year institutions with transfer and degree completion rates that surpass their comparable peers. In short, it uses models of success to understand what keeps diverse students in the STEM educational pipeline.Grounded in practice theory, which focuses on interactions between individuals and institutions, the project uses mixed methods (e.g., interviews, surveys, academic transcript records and artifacts such as course catalogs) to: (a) Investigate the institutional practices that support transfer and persistence in STEM; (b) Track community college STEM students' pathways to transfer and follow through in a four-year institution; and (c) Compare the experiences, identity development and persistence of transfer and non-transfer students pursuing bachelor's degrees in STEM. Practically, by describing how students navigate transfer pathways and institutional systems to succeed in STEM and identifying the array of resources they draw on to succeed, the project can inform the development of practices and interventions that are sensitive to the needs of diverse students, both in and out of the classroom. Intellectually, the study aims to develop actionable theories and explanations for diverse students' transfer in STEM undergraduate education by identifying the explicit and implicit institutional practices, resources, and policies that facilitate STEM transfer. This project exemplifies the Education and Human Resources Core Research program's commitment to fundamental research on learning in STEM that combines theory, techniques, and perspectives from a wide range of disciplines and contexts.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.

鉴于其可及性和可负担性，社区大学吸引了大量的少数民族，低收入和第一代学生。尽管社区大学有潜力使STEM劳动力多样化，但很少有研究试图捕捉社区大学如何在STEM课程和学位课程中为代表性不足的学生提供服务。此外，人们对是什么导致代表性不足的社区大学学生从四年制院校转入并获得STEM学位的理解有限。该项目以系统层面的方法来扩大参与，提出了以下问题：“不同的学生如何成功地在STEM中度过两到四年的机构途径，以及支持他们取得学士学位的机构实践和资源是什么？“它旨在通过对三对两年制和四年制院校进行描述性案例研究来回答这个问题，这些院校的转学率和学位完成率超过了可比院校。简而言之，它使用成功的模型来理解是什么让不同的学生留在STEM教育管道中。该项目以实践理论为基础，侧重于个人和机构之间的互动，使用混合方法（例如，这些数据包括：（a）调查支持STEM专业转学和坚持的机构实践;（B）跟踪社区学院STEM专业学生在四年制院校中转学和坚持的途径;（c）比较转学和非转学学生攻读STEM专业学士学位的经历、身份发展和坚持。实际上，通过描述学生如何导航转移途径和制度系统，以在STEM中取得成功，并确定他们利用成功的一系列资源，该项目可以告知对不同学生的需求敏感的实践和干预措施的发展，无论是在课堂内外。在智力上，该研究旨在通过确定促进STEM转移的显性和隐性制度实践，资源和政策，为STEM本科教育中不同学生的转移制定可操作的理论和解释。该项目体现了教育和人力资源核心研究计划对STEM学习基础研究的承诺，该研究结合了来自广泛学科和背景的理论、技术和观点。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Advising from Community College to University: What It Takes for Underrepresented Transfer Students in STEM to Succeed

• DOI: 10.1080/10668926.2022.2050842
• 发表时间: 2022-03
• 期刊: Community College Journal of Research and Practice
• 影响因子: 1
• 作者: R. Harper;H. Thiry

Opening the Black Box of Vertical Transfer Admission: The Experiences of Community College Students in STEM Majors

打开垂直转学录取黑匣子：社区学院STEM专业学生的经历

• DOI: 10.1080/10668926.2022.2135041
• 发表时间: 2022
• 期刊: Community College Journal of Research and Practice
• 影响因子: 1
• 作者: Holland Zahner, Dana G.

Sustaining Student Engagement and Equity in Computing Departments During the COVID-19 Pandemic

• DOI: 10.1145/3408877.3432381
• 发表时间: 2021-03
• 期刊: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education
• 作者: H. Thiry;S. Hug

Validation of Belonging among Underrepresented Undergraduates in STEM Majors: Comparison of Former Transfer and non-Transfer Students

STEM 专业中代表性不足的本科生的归属感验证：前转学生和非转学生的比较

• DOI: 10.1177/15210251221146119
• 发表时间: 2022
• 期刊: Theory & Practice
• 作者: Holland Zahner, Dana G.;Harper, Raquel P.
• 通讯作者: Harper, Raquel P.

Navigating Transfer “Pivotal Points” in Challenging Contexts: A Longitudinal Investigation of STEM Transfer Students’ Pathways During COVID-19

• DOI: 10.1177/15210251231161576
• 发表时间: 2023-03
• 期刊: Journal of College Student Retention
• 作者: H. Thiry;R. Harper;Dana Holland Zahner