Testing a Theoretical Model of Social Influence and High-impact Pedagogical Practices for Sustaining Undergraduate STEM Student Success

测试社会影响力的理论模型和高影响力的教学实践，以维持本科生 STEM 学生的成功

• 批准号: 1914655
• 负责人: Lilia Harvey
• 金额: $ 29.99万
• 依托单位: Agnes Scott College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-10-01 至 2023-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1914655&HistoricalAwards=false
• 关键词: Testing; Theoretical; Model; Social; Influence

With support from the NSF Improving Undergraduate STEM Education Program: Education and Human Resources (IUSE:EHR) this project aims to serve the national interest by increasing the success of women, including women of color, in STEM fields. It aims to do so by conducting research that can increase understanding of how to create environments that develop both STEM expertise and the desire to persist in STEM fields. To enter and succeed in STEM career pathways, students must not only master STEM content and skills but must also believe in their knowledge and competence (STEM self-efficacy). In addition, they must identify as scientists and mathematicians, while finding value and utility in STEM professional work. This project seeks to contribute knowledge about what practices lead to successful outcomes in populations underrepresented in STEM, including women and women of color in a liberal arts environment. The project will test whether improved supplemental instruction in a STEM learning center increases student knowledge of key concepts in introductory courses and improves STEM self-efficacy. The project will also examine whether coordination of improved supplemental instruction, mentored research, and peer-to-peer mentoring improve student persistence and integration into STEM careers. The study will test the capacity of interventions to diminish or eliminate disparities and improve outcomes at both the student level and institution level over time, as well as generate knowledge about the reasons that students decide to leave or continue in STEM career pathways.The project will target supplemental instruction to impact student self-efficacy and persistence in STEM gateway courses. In collaboration with faculty, the project team will develop materials to help undergraduate learning assistants facilitate student learning outside the classroom. The project will further develop and coordinate mentored research and peer mentoring programs that cultivate STEM identity and community values. The project hypothesizes that STEM self-efficacy will mediate early-term student outcomes such as grades and persistence and that STEM identity and values will mediate later-term outcomes including STEM degree attainment. The project will investigate whether: (1) focused coordination of co-curricular programs improve student-level outcomes in content mastery and process skills, while improving institution-level outcomes in retention and decreasing disparities; (2) student outcomes are mediated by STEM self-efficacy, identity, or values; and (3) the reasons students decide to continue in STEM at key transitions align with STEM self-efficacy, identity, and/or values. The project will determine whether the key support for student persistence in STEM changes over time. For example, although content mastery and self-efficacy may sufficiently support persistence early in college, it may be that identifying as a STEM professional and relating to the values espoused by the STEM community become essential for persistence through degree attainment and intention to pursue a STEM career. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. This project is in the Institutional and Community Transformation track, through which the IUSE: EHR program supports efforts to transform and improve STEM education across institutions of higher education and disciplinary communities.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.

在NSF改善本科生STEM教育计划：教育和人力资源(IUSE：EHR)的支持下，该项目旨在通过增加妇女，包括有色人种妇女在STEM领域的成功来服务于国家利益。它的目标是通过开展研究来增加对如何创造环境的理解，以发展STEM专业知识和在STEM领域坚持下去的愿望。要进入STEM职业道路并取得成功，学生不仅必须掌握STEM的内容和技能，还必须相信自己的知识和能力(STEM自我效能)。此外，他们必须确定自己是科学家和数学家，同时在STEM专业工作中发现价值和效用。该项目旨在为STEM中代表性不足的人群，包括文科环境中的妇女和有色人种妇女，提供关于哪些做法能够取得成功成果的知识。该项目将测试STEM学习中心改进的补充教学是否增加了学生在入门课程中的关键概念知识，并提高了STEM的自我效能。该项目还将研究改进的补充指导、指导研究和点对点指导的协调是否能提高学生的毅力和融入STEM职业。这项研究将测试干预措施的能力，以缩小或消除差距，并随着时间的推移在学生层面和机构层面改善结果，并产生关于学生决定离开或继续STEM职业道路的原因的知识。该项目将针对补充指导，以影响学生在STEM入门课程中的自我效能感和坚持性。该项目团队将与教职员工合作开发材料，帮助本科生的助学人员促进学生在课堂外的学习。该项目将进一步发展和协调指导研究和同行指导计划，以培养STEM身份和社区价值观。该项目假设STEM自我效能感将中介早期学生的结果，如成绩和毅力，而STEM身份和价值观将中介后期结果，包括STEM学位获得。该项目将调查：(1)联合课程计划的重点协调是否改善了学生在内容掌握和过程技能方面的结果，同时改善了机构层面的结果，保持和减少了差异；(2)学生的结果受到STEM自我效能、身份或价值观的调节；以及(3)学生决定在关键过渡阶段继续在STEM学习的原因与STEM的自我效能、身份和/或价值观保持一致。该项目将确定对学生在STEM中坚持不懈的关键支持是否会随着时间的推移而变化。例如，尽管内容掌握和自我效能感可能足以支持大学早期的坚持不懈，但作为STEM专业人员并与STEM社区所信奉的价值观相关的身份可能成为通过获得学位和追求STEM职业生涯的意图来坚持不懈的关键。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。该项目正处于机构和社区转型的轨道上，通过该项目，IUSE：EHR计划支持高等教育机构和学科社区转变和改进STEM教育的努力。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。