Engineering Future Scholars: Increasing Engineering Success through a Self-Efficacy Network and Identity Development

在美国国家科学基金会科学、技术、工程和数学奖学金（S-STEM）计划的资助下，该项目将支持亚利桑那州立大学Ira A. Fulton工程学院表现出经济需求的高成就低收入学生。在五年的时间里，该项目将为攻读工程学士学位的学生提供40个奖学金。学者将得到同行、教师和行业专业人士的指导；进行本科生研究；参与设计-建造-实施的创新挑战；参与职业发展；有完整的工程人员编制经验。该项目将对40名工程未来学者进行为期四年的跟踪研究，以便对工程身份发展进行纵向研究。项目第一年和第二年将增加20名学生。每个小组将获得为期四年的资助。学生未来的潜在自我将被培养，以促进工程身份的发展，这将支持他们持续的动力和坚持完成工程学位的目标。参与者将在每个学期的学位课程中参加必修的“构建你的工程未来”课程。本课程将用于锚定身份发展活动。学者的工程自我效能感和他们的工程身份将使用定性和定量方法进行纵向研究，以了解学生探索和致力于成为工程师的程度，同时也重视他们的愿望的个人和社会相关性。将使用一个比较组来研究项目活动的影响。该项目的结果可能会加强对现有策略的理解或揭示新的策略，以提高亚利桑那州和全国工程专业本科生的保留率和四年制毕业率。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 NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program, this project will support high-achieving, low-income students with demonstrated financial need at Arizona State University's Ira A. Fulton Schools of Engineering. Throughout its five years, this project will fund 40 scholarships for students who are pursuing bachelor's degrees in engineering. Scholars will be mentored by their peers, faculty, and industry professionals; conduct undergraduate research; participate in design-build-implement innovation challenges; participate in career development; and complete engineering workforce preparation experiences.This project will follow 40 Engineering Futures Scholars for four years allowing for a longitudinal study of engineering identity development. A cohort of 20 students will be added in project year one and year two. Each cohort will be supported for four years. The scholars' future potential selves will be nurtured to facilitate engineering identity development, which is expected to support sustained motivation and persistence in their goals towards engineering degree completion. Participants will enroll in a required Build Your Engineering Future course each semester of their degree program. This course will be used to anchor identity development activities. Scholars' engineering self-efficacy and their engineering identity will be studied longitudinally using qualitative and quantitative methods, to understand the degree to which students have explored and committed to becoming an engineer while also valuing the personal and social relevance of their aspirations. A comparison group will be used to study the impact of project activities. Results of this project may strengthen the understanding of existing strategies or reveal new ones to increase undergraduate student retention in engineering and four-year graduation rates in Arizona and across the nation.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.