Pathways to Achieving STEM Success: Scholarships, Mentoring, and Development of STEM Identify to Support Undergraduate STEM Degree Completion

实现 STEM 成功的途径：奖学金、指导和 STEM 发展确定支持本科 STEM 学位完成

• 批准号: 2030447
• 负责人: Thomas McCarthy
• 金额: $ 64.99万
• 依托单位: Utica College
• 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=2030447&HistoricalAwards=false
• 关键词: Pathways; Achieving; STEM; Success; Scholarships

This project will contribute to the national need for well-educated scientists and technicians by supporting the retention and graduation of high-achieving, low-income students with demonstrated financial need at Utica College. Over its five-year duration, the project will fund scholarships to 14 unique Pell-eligible students pursuing bachelor’s degrees in biology, biochemistry, chemistry, or geoscience. The Scholars will enter in two cohorts and receive four-year scholarships. Based on the University’s student demographics and the project’s recruitment plan for attracting diverse applicants, the project has the potential to broaden participation of students from populations that are under-represented in STEM, including first generation in college students. In addition to receiving scholarships, the Scholars will be supported through an expanded new student orientation, success coaching using dedicated faculty and peer mentors, dedicated first-year seminar sections, tutoring, undergraduate research opportunities, career development and internships, and a seminar series on research and professional pathways. These evidence-based strategies have the potential to develop Scholars’ sense of identity in STEM and help them succeed and persist in STEM. The project will also benefit more than 100 other STEM majors, who will be invited to participate in STEM seminars and selected career and professional development workshops.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 recruit, enroll, and support retention of the Scholars to graduation. It also aims to place nearly all the Scholar graduates into post-baccalaureate STEM programs or employment in STEM within six months of graduation. The project will generate new knowledge about the differential impact of peer and faculty mentoring on scholars’ sense of STEM identity and community, both of which contribute to STEM persistence. A social science researcher will conduct a mixed-methods research study investigating the differential impact of peer and faculty mentoring on Scholars’ sense of identify/community in STEM. The study will include an investigation of Scholars' STEM identity and psychosocial constructs that are associated with persistence in STEM. This study has the potential to add to the research base on the differential impact of peer and faculty mentors for the same mentee. In addition, the project is expected to generate new knowledge on the efficacy of mentoring in STEM and the extent to which peer and faculty mentors contribute to mentees’ sense of community and identity. A comprehensive external evaluation of the project will result in knowledge on the efficacy of a multifaceted STEM support program for diverse, Pell-eligible students. Results from the research study and the evaluation will be disseminated at local and national conferences. The project team intends to publish pedagogy- and process-focused articles on project results and lesson learned. 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.

该项目将通过支持在尤蒂卡学院（Utica College）表现出的经济需求的高分，低收入学生的保留和毕业，这将促进对受过良好教育的科学家和技术人员的国家需求。在五年的持续时间内，该项目将为14名独特符合佩尔的奖学金提供资金，以攻读生物学，生物化学，化学或地球科学学士学位。学者将进入两个队列，并获得四年奖学金。根据该大学的学生人口统计以及该项目吸引潜水员应用程序的招聘计划，该项目有可能扩大来自STEM中代表性不足的人群的学生的参与，包括大学生的第一代学生。除了获得奖学金外，学者们还将通过扩大的新学生取向，使用专门的教职员工和同伴导师的成功指导，专门的第一年研讨会部分，辅导，本科研究机会，职业发展和职业发展以及有关研究和专业途径的开创性系列。这些基于证据的策略有可能发展学者在STEM中的认同感，并帮助他们成功并坚持在STEM中。该项目还将受益于其他100多名STEM专业，他们将被邀请参加STEM下水道以及选定的职业和专业发展研讨会。该项目的总体目标是增加具有表现出财务需求的低收入，高分的大学生的STEM学位完成。该项目将招募，注册和支持保留学者毕业。它还旨在在毕业后的六个月内将几乎所有的学者毕业生纳入茎后的STEM计划或STEM的工作。该项目将产生有关同伴和教师心理对学者的STEM身份和社区意识的不同影响的新知识，这两者都会导致STEM持久性。社会科学研究人员将进行一项混合方法研究，研究同伴和教师心理对学者在STEM中的认同感/社区的差异影响。该研究将包括与STEM持久性相关的学者的STEM身份和社会心理结构的投资。这项研究有可能增加对同一男性同伴和教师导师对同一MENET的差异影响的研究基础。此外，该项目有望产生有关心理在STEM的有效性以及同伴和教师导师对精神症的社区和身份意识的贡献的新知识。对该项目的全面外部评估将导致有关潜水员，符合佩尔的学生的多方面STEM支持计划的有效性的知识。研究研究和评估的结果将在地方和民族会议上传播。项目团队打算就项目结果和教训发表教学法和以过程为中心的文章。该项目由NSF在科学，技术，工程和数学计划方面的奖学金提供资金，该计划旨在增加具有在STEM领域获得学位的经济需求的低收入学术才华的学生的数量。它还旨在改善未来STEM工人的教育，并为低收入学生的学术成功，保留，转移，毕业以及学术/职业途径提供知识。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛的影响来评估的珍贵的支​​持。