Enhancing Growth Mindset Academic Experiences to Support Graduation of Undergraduate Students in Computing

增强成长心态学术经验以支持计算机专业本科生毕业

• 批准号: 2029798
• 负责人: Sharon Mason
• 金额: $ 99.99万
• 依托单位: Rochester Institute of Tech
• 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: 2021-01-01 至 2025-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2029798&HistoricalAwards=false
• 关键词: Enhancing; Growth; Mindset; Academic; Experiences

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 at Rochester Institute of Technology. Over its five-year duration, this project will fund two-year scholarships to 30 unique first-year, full-time students. This funding will support the students as they pursue Bachelor of Science degrees in Software Engineering, Computing Security, Computing and Information Technologies, Web and Mobile Computing, or Human Centered Computing. This project aims to improve Scholars' retention and graduation rates by fostering a growth mindset. People with growth mindsets think that their abilities are not talents that they are born with, but instead can be enhanced through persistence and hard work. Faculty will gather as a learning community to understand, examine, develop, and apply evidence-based growth-mindset curricular enhancements. They will integrate these growth-mindset activities into programming and career preparation courses. Each Scholar will be paired with a faculty mentor and participate in an online mentoring community. In addition, Scholars will engage as a cohort in a semester seminar focusing on metacognitive approaches to fostering a growth mindset. This project is significant in that it will broaden the mindset approach beyond a single classroom intervention to a more comprehensive approach that addresses students’ success as they prepare for graduation and entry to the workforce. It also seeks to advance the computing education knowledgebase around integrating a growth mindset approach in post-secondary academic and career instruction. The overall goal of this project is to increase STEM degree completion of low-income, high achieving undergraduates with demonstrated financial need. Using implicit theories of intelligence as a framework for the design and evaluation, this project aims to promote student success by infusing a growth mindset throughout students’ academic and career preparation experiences. Building on research suggesting that mindset can be influenced to promote positive learning experiences, improved academic performance, and reduced vulnerability to stereotype threat, this project will adopt a holistic growth mindset approach for computing students. Metacognitive instruction around a growth mindset will also be integrated into student mentoring with the aim of promoting student success. Two goals guide the project: (1) increase the completion rate of academically talented, low-income Scholars in earning Bachelor of Science computing degrees at Rochester Institute of Technology; and (2) advance the knowledgebase in computing education mindset theory. Research findings will be disseminated through conferences and publications in computing education and learning sciences, as well as to academic leaders across the institution to promote extension of the successful approaches to other STEM academic domains. 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.

该项目将有助于国家需要受过良好教育的科学家，数学家，工程师和技术人员，通过支持高成就，低收入学生的保留和毕业，证明经济需要在罗切斯特理工学院。在五年的时间里，该项目将为30名独特的一年级全日制学生提供两年奖学金。 这笔资金将支持学生攻读软件工程、计算安全、计算和信息技术、网络和移动的计算或以人为中心的计算的理学学士学位。该项目旨在通过培养成长心态来提高学者的保留率和毕业率。具有成长心态的人认为他们的能力不是天生的，而是可以通过坚持和努力来提高的。 教师将聚集作为一个学习社区，以了解，检查，开发和应用基于证据的成长心态课程增强。 他们将把这些成长思维活动整合到编程和职业准备课程中。每个学者将与教师导师配对，并参加在线辅导社区。 此外，学者们将作为一个队列参与一个学期的研讨会，重点是元认知方法，以培养成长的心态。这个项目的重要性在于，它将把思维方式从单一的课堂干预扩大到更全面的方法，解决学生在准备毕业和进入劳动力市场时的成功问题。它还旨在推进计算教育知识库，围绕在中学后的学术和职业指导中整合成长思维方式。 该项目的总体目标是增加低收入，高成就的本科生与证明财政需要完成STEM学位。该项目使用智力的内隐理论作为设计和评估的框架，旨在通过在学生的学术和职业准备经历中注入成长心态来促进学生的成功。基于研究表明，心态可以受到影响，以促进积极的学习经验，提高学习成绩，并减少对刻板印象威胁的脆弱性，该项目将采用一种全面的成长心态方法，为计算学生。围绕成长心态的元认知教学也将融入学生辅导，以促进学生的成功。两个目标指导该项目：（1）提高学术天才、低收入学者在罗切斯特理工学院获得科学计算学士学位的完成率;（2）推进计算教育思维理论的知识库。研究结果将通过计算机教育和学习科学的会议和出版物传播，并传播给整个机构的学术领导人，以促进将成功的方法扩展到其他STEM学术领域。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。