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The College Internship Study: A Longitudinal Mixed Methods Study Exploring the Impacts of College Internships on Student Outcomes at HBCUs

大学实习研究：一项纵向混合方法研究，探讨大学实习对 HBCU 学生成绩的影响

基本信息

批准号：
1920560
负责人：
Matthew Hora
金额：
$ 148.93万
依托单位：
University of Wisconsin-Madison
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2019
资助国家：
美国
起止时间：
2019-07-15 至 2023-06-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1920560&HistoricalAwards=false
关键词：
College Internship Study Longitudinal Mixed

项目摘要

Internships and other forms of experiential and work-based learning are increasingly a common feature of STEM education in the United States and are all central to the goal of preparing a STEM workforce for the 21st century. In focusing on access and equity related to internship participation, this study will be one of the first to empirically explore these issues, which are of increasing concern to higher education scholars.The University of Wisconsin-Madison's Center for College-Workforce Transitions launched a translational mixed-methods longitudinal College Internship Study in 2018 at three different types of institutions in Wisconsin and South Carolina to produce empirical evidence on student outcomes of internships. An integrative theoretical framework that views internships as a problem of situated learning as well as a venue for students' development of self-efficacy beliefs and vocational identities was used to inform the study design. The project adds six Historically Black Colleges and Universities (HBCUs) to this study to track a cohort of students and employers, faculty, and career centers over three years and measure psychosocial and labor market outcomes. Additionally, the proposed research project will leverage the strengths of large-scale, generalizable survey data and the more fine-grained perspectives of qualitative data. In addition, the longitudinal aspect of the study promises to shed important light on the impacts of internship experiences on a cohort of college students over time. This study represents one of the few empirical studies examining the relationship between internships and psychosocial outcomes that are of central importance to the fields of vocational psychology and persistence and equity in STEM education. Finally, expansion of the College Internship Study to encompass HBCUs will contribute to the research on these campuses as a unique institutional context in general and to the research base on the experiences of African-American students with college climate, persistence, and career planning. The College Internship Study builds upon two bodies of literature - the learning experience as a form of situated and experiential learning and developmental processes of vocational identity. The investigators will examine what students do and under what forms of mentorship. They will use situated cognition theory to interpret these results along with Social Cognitive Career and career Construction theories from vocational psychology to conceptualize the developmental processes of interns themselves. The internship experience will be characterized as comprising three elements - participation and access, program design features, and student outcomes and experiences. The research questions are: (1) How, if at all, does internship participation vary by students? demographics, academic programs and performance, and life/employment situations?; (2) What, if any, are the major barriers for students to access and then persist in an internship?; (3) How, if at all, are internship program features associated with students? satisfaction, career-related self-efficacy beliefs, sense of adaptability, and employment outcomes? and (4) What are the strengths and weaknesses of institutions regarding provision of internship programs and subsequent student supports? Investigators will conduct three waves of data over three years via online student survey, student focus groups, employer interviews, and faculty/career advisor interviews across the six institutions. Using statistical and qualitative techniques, they will compile reports and interactive data and visualizations for institutional partners. They also will use a comparative case study approach that involves situating cases within specific cultural, political, and historical contexts. The translational aspect of the project will ensure its impacts extend beyond the contribution of new scientific knowledge to policy and practice related to internship programs on participating campuses. These impacts could involve meaningful changes to students? experiences and learning, to institutional practice regarding internship programming, and to continuous improvement efforts.The project is supported by the ECR Core Research program that supports fundamental STEM education research focused on STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development.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.

实习和其他形式的体验式和基于工作的学习越来越成为美国STEM教育的一个共同特征，并且都是为21世纪培养STEM劳动力的目标的核心。在关注与实习参与有关的机会和公平方面，本研究将是第一个实证探索这些问题的研究之一，这是越来越多的关注高等教育学者。威斯康星大学麦迪逊分校的大学劳动力过渡中心推出了一个翻译混合-方法2018年在威斯康星州和南卡罗来纳州的三种不同类型的机构进行纵向大学实习研究，以产生经验证据学生实习的成果。一个综合性的理论框架，认为实习作为一个问题的情境学习，以及场地，为学生的自我效能感的信念和职业身份的发展，通知研究设计。该项目在这项研究中增加了六所历史上的黑人学院和大学（HBCU），以跟踪三年内的学生和雇主，教师和职业中心的队列，并衡量心理社会和劳动力市场的结果。此外，拟议的研究项目将利用大规模的，可推广的调查数据和定性数据的更细粒度的观点的优势。此外，该研究的纵向方面有望揭示实习经历对一批大学生的影响。这项研究代表了为数不多的实证研究之一，研究实习与社会心理结果之间的关系，这些结果对职业心理学和STEM教育中的持久性和公平性至关重要。最后，大学实习研究的扩展，包括HBCU将有助于对这些校园的研究，作为一个独特的制度背景一般和非裔美国学生的经验与大学的气候，毅力和职业规划的研究基础。大学实习研究建立在两个文学机构-学习经验作为一种形式的情境和体验式学习和职业身份的发展过程。调查人员将调查学生做什么以及在什么形式的指导下。他们将使用情境认知理论来解释这些结果，沿着职业心理学的社会认知职业生涯和职业生涯构建理论，概念化实习生自身的发展过程。实习体验将被描述为包括三个要素-参与和访问，程序设计功能，以及学生的成果和经验。研究问题是：（1）如何，如果在所有，实习参与不同的学生？人口统计、学术课程和表现，以及生活/就业情况？ (2)如果有的话，学生进入并坚持实习的主要障碍是什么？(3)如果有的话，实习计划的特点是如何与学生联系在一起的？满意度、职业自我效能感、适应性与就业结果的关系？及（4）各院校在提供实习计划及学生支援方面有何长处及弱点？调查人员将在三年内通过在线学生调查、学生焦点小组、雇主访谈和六所院校的教师/职业顾问访谈进行三波数据收集。他们将利用统计和定性技术，为机构伙伴汇编报告和互动数据及可视化。他们还将使用比较案例研究的方法，涉及在特定的文化，政治和历史背景下的情况。该项目的转化方面将确保其影响超出新的科学知识对参与校园实习计划相关政策和实践的贡献。这些影响可能涉及对学生有意义的变化？该项目由ECR核心研究计划支持，该计划支持基础STEM教育研究，重点关注STEM学习和学习环境，扩大STEM领域的参与，该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的学术价值和更广泛的影响审查标准。