Building a National Model for an Undergraduate Women In Science and Engineering Program

该项目旨在通过培养领导人和提高科学和工程专业妇女的职业准备来服务于国家利益。 迫切需要确定和实施创新干预措施，以帮助留住STEM专业代表性不足的群体的学生，并为他们在STEM领域的职业生涯做好准备。 此外，需要新的教育方法来更好地培养STEM劳动力领导者。这两种需求可能是相互关联的，因为强调领导力发展可能有助于激励学生，并为他们过渡到STEM领域的职业生涯或研究生院做好准备。 尽管人们越来越意识到性别不平等，但女性在许多STEM职业和学术机构中的代表性仍然不足，必须呼吁STEM项目采取行动来缓解这种不平等。 该项目希望通过为理工科女本科生开设职业准备课程序列和指导途径，为这些努力做出贡献。 此外，该项目还打算研究影响学生的学术和职业参与，以及他们融入STEM专业和STEM职业的社会的机制。该项目的干预措施应对STEM本科教育中确定的挑战，目标是提高女本科生完成STEM学位课程和追求STEM领域职业的成功率。 将创建新的职业准备课程与相关的实践，以连接通过STEM专业获得的知识，体验式学习和研究。 此外，将通过对导师和学员的培训加强辅导途径;这一途径将包括专业发展机会。 这些计划活动旨在促进STEM职业成功所需的技能，知识和能力的发展。 一项实证心理学研究计划在多个时间点使用的措施，调查的因素，有助于发展的学术和职业动机和技能的发展，并推进学术社交网络，社会支持和归属感的发展。 该项目旨在为女本科生创建一个可复制的方案，将其技术专长与加入和领导STEM劳动力以及成功完成研究生学习所需的正式培训和技能实践相结合。 该项目还将通过在不同的校园办公室之间建立一个非常强大的合作，并在斯托尼布鲁克大学和当地产业之间建立一个充满活力的联系，这将有助于劳动力的多样化，从而促进机构转型。 NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。 该奖项反映了NSF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。

This project aims to serve the national interest by preparing leaders and improving career readiness among women in science and engineering majors. There is a critical need to identify and implement innovative interventions to help retain students from underrepresented groups in STEM majors and to prepare them for careers in STEM fields. In addition, novel educational approaches are needed to better prepare STEM workforce leaders. The two needs may be interrelated since an emphasis on leadership development may help motivate students as well as prepare them for transition into professional careers or graduate school in STEM fields. Despite the increasing awareness of gender inequity, women are still underrepresented in many STEM careers and academic institutions and STEM programs must be called to action to alleviate this inequity. This project hopes to contribute to these efforts by implementing a career readiness course sequence and mentoring pathway for undergraduate women in science and engineering. In addition, the project intends to study the mechanisms that affect students’ academic and career engagement, as well as their social integration into STEM majors and STEM careers.The project’s interventions respond to identified challenges of STEM undergraduate education with the goal of increasing the success of women undergraduates in completing STEM degree programs and pursuing careers in STEM fields. New career-ready courses with associated practica will be created to connect knowledge acquired through STEM majors to experiential learning and research. In addition, a mentoring pathway will be enhanced with training for mentors and mentees; this pathway will include opportunities for professional development. These programmatic activities are intended to foster development of the skills, knowledge, and competencies needed for success in STEM careers. An empirical psychological study using measures at multiple timepoints is planned to investigate the factors that contribute to the development of academic and career motivation and skill development, and that advance the development of academic social networks, social support, and belonging. The project intends to create a replicable program for female undergraduate students who will integrate their technical expertise with formal training and practice of skills required for joining and leading the STEM workforce, and for succeeding in graduate study. The project will also contribute to institutional transformation by creating an exceptionally strong collaboration between different campus offices and building an energetic link between Stony Brook University and local industries that will contribute to the diversification of the workforce. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.