Improving Transfer Student Outcomes Through Linked Learning Communities in Math and Science

通过数学和科学领域的互联学习社区提高转学生的成绩

基本信息

  • 批准号:
    2028005
  • 负责人:
  • 金额:
    $ 64.99万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2021
  • 资助国家:
    美国
  • 起止时间:
    2021-04-01 至 2026-03-31
  • 项目状态:
    未结题

项目摘要

This project will contribute to the national need for skilled scientists, mathematicians, engineers, and technicians. It will do so by supporting the retention and graduation of high-achieving, low-income students with verified financial need at a large California community college, Diablo Valley College. The transfer rate of Diablo Valley College students into four-year universities is 67% higher than the national average. Even so, low-income STEM students at the College struggle to balance their financial challenges with their educational commitments. This project will address this need by giving scholarships to 30 different students who are pursuing Associate degrees in Civil, Electrical & Computer, or Mechanical Engineering, Natural Science, Mathematics, Biology, and Physics. The Scholars will enter in cohorts of 10 students and receive up to three years of scholarship support, beginning with their entry into a STEM pathway at the College and extending to their transfer to a four-year program. In addition to scholarships, the project will support Scholars through a linked learning community. This learning community will include their math and science instructors, a student retention specialist, and faculty mentors. It is expected that this support will foster community among the Scholars and the College staff, while providing professional resources to meet Scholars’ individual needs. The project team predicts that this model of support will lead to increased student motivation and preparation for successful transfer. Community colleges are a frequent entry point into higher education for low-income and underrepresented students. Thus, by addressing common points of attrition that occur early in STEM curriculum pathways, this project can contribute to a more diverse and representative STEM workforce.The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need. The project will study how a comprehensive cohort model and course-pairing method of instruction may address a student’s integration experiences across academic, social, professional, and institutional domains. The project will investigate how these different integration experiences impact community college students' foundational STEM course success, persistence, graduation, and transfer, with particular attention to students from groups traditionally underrepresented in STEM. The hypothesis is that the cohesion of the student cohort with each other and with mentoring faculty partners will provide more meaningful early integration experiences that, in turn, increase student success in early foundational STEM coursework. This increased success will then translate to enhanced persistence and transfer rates. The project will explore the impacts of the financial and social benefits of the support model through results from student journaling, focus groups, and student outcome data. Through its mixed-methods approach, the project plans to generate rich qualitative data that can advance understanding of factors that increase student retention and persistence at two-year colleges. The project leadership team will disseminate critical findings, methods, and tools locally through professional development activities as well as at state and national conferences. Project evaluation activities will assess the effectiveness of the linked learning model in improving student outcomes, persistence, and transfer rates, the College’s effectiveness in implementing the learning community model, and the extent to which knowledge generation and dissemination efforts were used to transfer knowledge. 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.
该项目将有助于满足国家对熟练科学家、数学家、工程师和技术人员的需求。 它将通过支持在加州一所大型社区学院--暗黑谷学院--学习成绩好、收入低、有经济需要的学生的保留和毕业来实现这一目标。 暗黑谷学院学生转入四年制大学的转学率比全国平均水平高出67%。 即便如此,学院的低收入STEM学生仍在努力平衡他们的经济挑战和教育承诺。该项目将通过向30名正在攻读土木、电气计算机或机械工程、自然科学、数学、生物学和物理学副学士学位的学生提供奖学金来满足这一需求。学者将进入10名学生的队列,并获得长达三年的奖学金支持,从他们进入学院的STEM途径开始,并延伸到他们转移到四年制课程。除了奖学金,该项目还将通过一个相互联系的学习社区来支持学者。 这个学习社区将包括他们的数学和科学教师,学生保留专家和教师导师。 预计这种支持将促进学者和学院工作人员之间的社区,同时提供专业资源,以满足学者的个人需求。项目团队预测,这种支持模式将提高学生的积极性,并为成功转学做好准备。社区学院是低收入和代表性不足的学生进入高等教育的常见切入点。 因此,通过解决在STEM课程途径早期出现的共同流失点,该项目可以有助于形成更多样化和更具代表性的STEM劳动力。该项目的总体目标是提高低收入,高成就的本科生的STEM学位完成率,并证明经济需要。该项目将研究如何全面的队列模型和课程配对教学方法可以解决学生在学术,社会,专业和机构领域的整合经验。该项目将调查这些不同的整合经验如何影响社区大学生的基础STEM课程的成功,坚持,毕业和转移,特别关注传统上在STEM中代表性不足的群体的学生。假设是,学生群体彼此之间的凝聚力以及与指导教师合作伙伴的凝聚力将提供更有意义的早期整合经验,从而提高学生在早期基础STEM课程中的成功率。 这种成功的增加将转化为增强的持久性和传输速率。该项目将通过学生日记,焦点小组和学生成果数据的结果,探索支持模式的财务和社会效益的影响。通过其混合方法的方法,该项目计划产生丰富的定性数据,可以促进对提高学生在两年制大学的保留率和持久性的因素的理解。项目领导小组将通过专业发展活动以及州和国家会议在当地传播重要的调查结果、方法和工具。项目评价活动将评估联系学习模式在提高学生成绩、坚持性和迁移率方面的效力,学院在实施学习社区模式方面的效力,以及在多大程度上利用知识生成和传播工作来转移知识。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

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