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要的高成就低收入学生的保留和毕业，促进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州立大学工程专业的学生提供奖学金，这两所大学都是西班牙裔服务机构。 多纳安娜社区学院的学生86%是西班牙裔，58.2%是女性，67%是佩尔资格。 大约36%的学生高中平均成绩超过2.75分，因此有资格进入新墨西哥州州立大学工程专业，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;向有学术天赋的工科学生提供基于需要的财政援助;通过夏季数学靴子营提高工科学生的数学能力;通过元认知和基于群体的活动提高学生的自我效能、成长心态和工程身份;以及利用数据分析评估学生的学业成绩;该项目的总体目标是提高低收入、高成就、有经济需求的工程本科生的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州立大学工程学院之间的两年至四年的成功，这两个学院都是为西班牙裔服务的机构。 参与教师和近同行的学生导师将接受培训，以支持他们的指导工作，并告知他们的教学和指导实践。该计划旨在加强目前的转学途径，启动并行入学机会，并使用数据分析来确定学生的学习成绩在近真实的时间。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，数学成绩和近同伴指导对工程保留和毕业的影响;以及夏季靴子营地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中学生对STEM教育和职业的参与。该项目旨在加强Dona Ana社区学院和新墨西哥州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;由PI，教师和近同行的集体指导;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研讨会，从而扩大这些干预措施的影响。研究结果表明，转工科学生的学习习惯、学习成绩、记忆保持、元认知、工程认同感和自我效能感之间的关系对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以作为一个模式，支持STEM转学学生从两年制到四年制院校的成功。 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，并产生关于低收入学生的学术成功，保留，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价值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.