Pathways for the Successful Transfer And Retention of Engineering Students from Two-to Four-Year Colleges in New Mexico

新墨西哥州两年制至四年制大学工程专业学生成功转学和保留的途径

• 批准号: 1930524
• 负责人: Muhammad Dawood
• 金额: $ 374.5万
• 依托单位: New Mexico State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1930524&HistoricalAwards=false
• 关键词: Pathways; Successful; Transfer; Retention; Engineering

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. Over its five-year duration, this project will provide scholarships to 90 students who transfer from Dona Ana Community College to engineering programs at New Mexico State University, both Hispanic-serving Institutions. Students at Dona Ana Community College are 86% Hispanic, 58.2% female, and 67% Pell-eligible. About 36% have high-school grade point averages greater than 2.75 and are therefore eligible for admission into New Mexico State University engineering but instead chose to attend Dona Ana Community College. The objectives of this project are to: enhance the existing Community College-University transfer pathway; provide need-based financial assistance to academically talented engineering students; enhance transfer engineering students' math proficiency through a Summer Math Boot Camp; enhance students self-efficacy, growth mindset, and engineering identity through metacognition- and cohort-based activities; and assess students' academic performance using data analytics; and utilize near-peer mentors and tutors for academic interventions.The overall goal of this project is to increase STEM degree completion of low-income, high-achieving engineering undergraduates with demonstrated financial need. The project will contribute to increasing the success of a two- to four-year pathway between Dona Ana Community College and New Mexico State University College of Engineering, both Hispanic-serving Institutions. Participating faculty and near-peer student mentors will receive training to support their mentoring efforts and to inform their teaching and mentoring practices. The program aims to enhance the current transfer pathway, initiate concurrent enrollment opportunities, and use data analytics to identify students' academic performance in near real time. The project will also add to the STEM education literature through measuring: the impact of metacognition-based study practices on grade point average; the impact of engineering identity, math grades, and near-peer mentoring on retention and graduation in engineering; and the impact of the summer boot camp and other program activities on math grades. The demographics of Dona Ana Community College students suggest that many are likely to also be historically underrepresented minorities and/or first-generation college students. As a result, this project has the potential to broaden participation in STEM education and careers for students in these groups. The project aims to enhance the partnership between Dona Ana Community College and New Mexico State University, with specific focus on students' cognitive and noncognitive development; collective mentoring by PIs, faculty, and near-peers; and internships and co-ops in industry, national laboratories, and universities. Workshops will be available to both Scholars and other students, thereby broadening the impact of these interventions. Findings about the relationships among student study habits, learning performance, retention, metacognition, engineering identity, and self-efficacy for transfer engineering students will be of value to the STEM education field. Further, successful completion of the Project can serve as a model for supporting the success of STEM transfer students from two-year into four-year institutions. 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.

该项目将通过支持表现出经济需要的成绩优异的低收入家庭学生的保留和毕业，满足国家对受过良好教育的科学家、数学家、工程师和技术人员的需求。在为期五年的时间里，该项目将为90名从多纳安娜社区学院转到新墨西哥州立大学工程专业的学生提供奖学金，这两所大学都是为西班牙裔服务的机构。唐娜安娜社区学院的学生中有86%是西班牙裔，58.2%是女性，67%符合佩尔资格。大约36%的学生高中平均绩点高于2.75，因此有资格进入新墨西哥州立大学工程学院，但他们选择了多纳安娜社区学院。该项目的目标是：加强现有的社区学院-大学转学途径；为有学术天赋的工程学生提供经济资助；通过暑期数学训练营提高转工科学生的数学水平；通过元认知和群体活动增强学生自我效能感、成长心态和工程认同；并使用数据分析来评估学生的学习成绩；并利用同伴导师和导师进行学术干预。该项目的总体目标是提高具有经济需求的低收入、高成就工程本科生的STEM学位完成率。该项目将有助于增加多纳安娜社区学院和新墨西哥州立大学工程学院之间两到四年衔接课程的成功，这两所大学都是为西班牙裔服务的机构。参与的教师和学生导师将接受培训，以支持他们的指导工作，并为他们的教学和指导实践提供信息。该项目旨在加强当前的转学途径，启动同步入学机会，并使用数据分析来近乎实时地识别学生的学业表现。该项目还将通过测量增加STEM教育文献：基于元认知的学习实践对平均成绩的影响；工程身份、数学成绩和近同龄人指导对工程专业留任和毕业的影响以及夏季训练营和其他项目活动对数学成绩的影响。唐娜安娜社区学院学生的人口统计数据表明，许多人可能也是历史上代表性不足的少数民族和/或第一代大学生。因此，该项目有可能扩大这些群体学生对STEM教育和职业的参与。该项目旨在加强多纳安娜社区学院和新墨西哥州立大学之间的合作关系，特别关注学生的认知和非认知发展；由项目负责人、教师和同行进行集体指导；以及在工业、国家实验室和大学的实习和合作。将为学者和其他学生提供讲习班，从而扩大这些干预措施的影响。关于工程专业转校生的学习习惯、学习表现、记忆、元认知、工程身份和自我效能感之间关系的研究结果将对STEM教育领域有价值。此外，该项目的成功完成可以作为支持从两年制大学转到四年制大学的STEM学生成功的典范。该项目由美国国家科学基金会的科学、技术、工程和数学奖学金项目资助，旨在增加有经济需求的低收入学术天才学生在STEM领域获得学位的人数。它还旨在改善未来STEM工作者的教育，并为低收入学生提供有关学业成功、留校、转学、毕业和学术/职业道路的知识。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。