Empowering Academically Talented STEM Undergraduates through Early Experiences in Teaching and Mentoring of K-8 Youth

通过 K-8 青少年的早期教学和指导经验，增强学术才华的 STEM 本科生

• 批准号: 1929154
• 负责人: Paul Denton
• 金额: $ 100万
• 依托单位: University of Nebraska at Omaha
• 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 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1929154&HistoricalAwards=false
• 关键词: Empowering; Academically; Talented; STEM; Undergraduates

This project will contribute to the national need for well-educated scientists, mathematicians, engineers, and technicians by supporting the retention and graduation of high-achieving, low-income students with demonstrated financial need at the University of Nebraska at Omaha (UNO). UNO is a metropolitan university that pursues excellence in teaching, research, and service to provide an educated workforce and citizenry to the region. Over its five-year duration, this project will fund four-year scholarships to 24 students who are pursuing a bachelor's degree in biology, chemistry, environmental studies, geology, molecular and biomedical biology, bioinformatics, neuroscience, or physics. The project will provide early and innovative professional development and leadership opportunities that prepare undergraduates for 21st century employment in science, using a locally developed mentoring and teaching model combined with carefully designed course-based undergraduate research experiences. The program will engage undergraduates in teaching and mentoring of K-8 students in an after-school program of problem-based learning STEM lessons in the highly diverse Omaha Public School District. Almost 75% of the students from the Omaha Public School District are economically disadvantaged. This project will contribute to an understanding of how to improve STEM learning, not only for undergraduate students, but for all learners. At the same time, this project will generate a STEM pipeline from K-8 through college and into the workforce.The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need. Specifically, this project aims to strengthen the STEM workforce by using scholarship funding coupled with a locally developed, successful mentoring and teaching model and course-based undergraduate research experiences (CUREs). Though both the strategies of teaching and mentoring models and the CUREs have been shown to be effective in increasing student retention and success in the STEM disciplines, the impact on low- income, academically talented students has not been specifically investigated. This project aims to determine the combined effect. Furthermore, the project has the potential to generate a robust STEM pipeline by encouraging K-8 youth to consider science as a field via their mentorship by undergraduates of similar backgrounds. If such interventions can help address local STEM learning challenges and enhance the STEM pipeline, it will represent a vertically integrated project to be embraced as a national model worthy of replication. The effectiveness of the project will be evaluated using a convergent typological model inclusive of mixed methods allowing quantitative and qualitative analyses. Results of this project will be made available at local, regional, and national meetings as well as by publication in education and discipline-specific journals. This project is funded by NSF's Scholarships in Science, Technology, Engineering, and Mathematics program, which seeks to increase the number of low-income academically talented students with demonstrated financial need who earn degrees in STEM fields. It also aims to improve the education of future STEM workers, and to generate knowledge about academic success, retention, transfer, graduation, and academic/career pathways of low-income students.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.

该项目将有助于对受过良好教育的科学家，数学家，工程师和技术人员的国家需求，通过支持在内布拉斯加大学奥马哈分校（UNO）表现出经济需求的高成就，低收入学生的保留和毕业。UNO是一所追求卓越的教学，研究和服务的都市大学，为该地区提供受过教育的劳动力和公民。该项目为期五年，将为24名攻读生物学、化学、环境研究、地质学、分子和生物医学生物学、生物信息学、神经科学或物理学学士学位的学生提供四年奖学金。该项目将提供早期和创新的专业发展和领导机会，为21世纪世纪的科学就业做好准备，使用当地开发的指导和教学模式，结合精心设计的基于课程的本科生研究经验。该计划将在高度多样化的奥马哈公立学区开展基于问题的STEM课程课后计划，让本科生参与K-8学生的教学和辅导。奥马哈公立学区近75%的学生在经济上处于不利地位。该项目将有助于了解如何改善STEM学习，不仅适用于本科生，而且适用于所有学习者。与此同时，该项目将产生一个从K-8到大学和进入劳动力的STEM管道。该项目的总体目标是增加低收入，高成就的本科生的STEM学位完成与证明经济需要。具体而言，该项目旨在通过使用奖学金资金，结合当地开发的成功的指导和教学模式以及基于课程的本科生研究经验（CURES），加强STEM劳动力。虽然教学和指导模式的策略以及CURE都被证明在提高学生在STEM学科的保留率和成功率方面是有效的，但对低收入，学术天赋学生的影响尚未得到具体调查。该项目旨在确定综合效应。此外，该项目有可能通过鼓励K-8青年通过类似背景的本科生的指导将科学视为一个领域，从而产生一个强大的STEM管道。如果这些干预措施可以帮助解决当地STEM学习挑战并加强STEM管道，它将代表一个垂直整合的项目，被视为值得复制的国家模式。将采用一种融合类型学模式评估该项目的有效性，该模式包括允许定量和定性分析的混合方法。该项目的成果将在地方、区域和国家会议上公布，并在教育和学科专业期刊上发表。该项目由NSF的科学，技术，工程和数学奖学金计划资助，该计划旨在增加低收入学术人才的数量，这些学生表现出经济需求，并获得STEM领域的学位。它还旨在改善未来STEM工作者的教育，并提供有关低收入学生的学术成功、保留、转学、毕业和学术/职业途径的知识。该奖项反映了NSF的法定使命，并且通过使用基金会的智力价值和更广泛的影响力审查标准进行评估，被认为值得支持。

项目成果

Lived Experiences of Former STEM Undergraduate Mentors of an Afterschool Mentoring Program: An Interpretative Phenomenological Analysis

前 STEM 本科生课后辅导项目导师的生活经历：解释性现象学分析

• DOI: 10.46743/2160-3715/2022.5674
• 发表时间: 2022
• 期刊: The Qualitative Report
• 作者: Martínez Oquendo, Pamela;VanWyngaarden, Kristin;Cutucache, Christine
• 通讯作者: Cutucache, Christine

CURE Disrupted! Takeaways from a CURE without a Wet-Lab Experience

CURE 中断！

• DOI: 10.1021/acs.jchemed.0c01214
• 发表时间: 2021
• 期刊: Journal of Chemical Education
• 影响因子: 3
• 作者: Sommers, Amie S.;Miller, Andrew W.;Gift, Alan D.;Richter-Egger, Dana L.;Darr, Joshua P.;Cutucache, Christine E.
• 通讯作者: Cutucache, Christine E.

A Composite Textual Phenomenological Approach to CUREs versus Traditional Laboratory Experiences

治愈的复合文本现象学方法与传统实验室经验

• DOI: 10.46743/2160-3715/2021.4454
• 发表时间: 2021
• 期刊: The Qualitative Report
• 作者: Sommers, Amie;Richter-Egger, Dana;Cutucache, Christine
• 通讯作者: Cutucache, Christine