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

该项目将通过支持有经济需求的高成就、低收入学生的留校和毕业，为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做出贡献。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，这两所大学都是为拉美裔服务的机构。多纳安娜社区学院的学生中有86%是西班牙裔，58.2%是女性，67%符合佩尔标准。约36%的学生高中平均绩点高于2.75，因此有资格被新墨西哥州州立大学工程学院录取，但他们选择了多纳安娜社区学院。这个项目的目标是：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学生提供基于需要的经济援助；通过暑期数学训练营提高转学工程学学生的数学能力；通过基于元认知和队列的活动提高学生的自我效能、成长心态和工程认同感；使用数据分析评估学生的学业表现；并利用近同行导师和导师进行学术干预。本项目的总体目标是提高低收入、高成就的工程学本科生的STEM学位完成率。该项目将有助于提高多纳安娜社区学院和新墨西哥州立大学工程学院之间为期两至四年的途径的成功程度，这两所学院都是为拉美裔服务的机构。参与培训的教师和接近同行的学生导师将接受培训，以支持他们的指导努力，并向他们的教学和指导实践提供信息。该计划旨在增强当前的转移途径，启动同时招生机会，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：基于元认知的学习实践对平均绩点的影响；工程身份、数学成绩和近距离同行指导对工程专业留住和毕业的影响；以及夏季新兵训练营和其他项目活动对数学成绩的影响，从而增加STEM教育文献。多纳安娜社区学院学生的人口结构表明，许多人也可能是历史上代表性不足的少数族裔和/或第一代大学生。因此，该项目有可能扩大这些群体中学生对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伙伴关系，特别关注学生的认知和非认知发展；PI、教师和近距离同行的集体指导；以及行业、国家实验室和大学的实习和合作。将为学者和其他学生举办讲习班，从而扩大这些干预措施的影响。迁移工程专业学生的学习习惯、学习成绩、保持、元认知、工程认同和自我效能感之间的关系的研究结果将对STEM教育领域具有一定的参考价值。此外，该项目的成功完成可作为支持STEM学生从两年制转到四年制院校成功的典范。该项目由NSF的科学、技术、工程和数学奖学金项目资助，该项目旨在增加在STEM领域获得学位的低收入学术天才学生的数量。它还旨在改善未来STEM工作者的教育，并产生关于低收入学生的学业成功、留住、转移、毕业和学术/职业道路的知识。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。

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 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.