Scholarships, Mentoring, and Evidence-based Study Skills to Support Undergraduate Student Success in Science and Engineering at a Hispanic-Serving Institution

奖学金、指导和循证学习技能，支持本科生在西班牙裔服务机构的科学和工程领域取得成功

• 批准号: 2030677
• 负责人: James Harrison
• 金额: $ 100万
• 依托单位: New Mexico Institute of Mining and Technology
• 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: 2021-02-15 至 2026-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2030677&HistoricalAwards=false
• 关键词: Scholarships; Mentoring; Evidence; based; Study

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 New Mexico Institute of Mining and Technology, an public four-year, STEM-focused Hispanic Serving Institution (HSI). Over its five-year duration, this project will fund scholarships to at least 34 unique full-time students who are pursuing bachelor degrees in STEM disciplines including biology, engineering, computer science, earth science, mathematics, and/or physics. First-year students will receive four-year scholarships, and transfer students will receive up to three-year scholarships. The project will provide students with directed mentoring and workshops to guide students’ professional knowledge and skill development. Students will also receive instruction about evidence-based study strategies, to improve their study skills at a critical transition in their first semester. The project's empirical research is designed to inform universities how to improve study strategies and academic success of lower-income students. A major intended outcome is increasing the number of of traditionally underrepresented students who enter higher-paying careers in STEM. 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 evaluate the impact of three specific interventions: 1) directed mentoring; 2) scholarships; and 3) presentation of evidence on study skills by an authentic near-peer role model. Previous research has shown that community-building and directed mentoring can increase retention at large research universities. This project will determine whether mentoring aimed at all STEM majors can succeed at a small, public HSI. Institutional data shows that, when financial aid sunsets before graduation, many low income students who no longer qualify for federal aid cannot afford to finish their degrees. This financial shortfall results in a graduation gap between Pell-eligible and other students that grows 11% between college years four and six. This project will address this issue with scholarships and directed mentoring, to facilitate course selection and clear plans to achieve graduation within four years. Study skills will be addressed through video presentations to experimentally manipulate whether the person providing evidence on study strategies presents either by a researcher or a role model alumnus or upperclassman from the institution who has improved their own performance on required science and math coursework. Project evaluation will use data about development of students in directed mentoring, the research on identity messaging about study skills, and the effectiveness of the scholarships themselves to increase retention and graduation rates of STEM majors. 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.

该项目将通过支持新墨西哥州矿业与技术学院保留和毕业高成就、低收入、有经济需求的学生来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。新墨西哥州矿业与技术学院是一所公立的四年制、专注于STEM的拉美裔服务机构(HSI)。在为期五年的时间里，该项目将为至少34名正在攻读STEM学科学士学位的独特全日制学生提供奖学金，包括生物、工程、计算机科学、地球科学、数学和/或物理。一年级学生将获得四年奖学金，转校生将获得最多三年奖学金。该项目将为学生提供定向指导和工作坊，以指导学生的专业知识和技能发展。学生还将接受循证学习策略的指导，以在第一学期的关键过渡时期提高他们的学习技能。该项目的实证研究旨在告知大学如何提高低收入学生的学习策略和学业成功。一个主要的预期结果是增加传统上代表性不足的学生进入STEM从事高薪职业的人数。该项目的总体目标是增加低收入、高成就、有经济需求的本科生的STEM学位毕业率。该项目将评估三种具体干预措施的影响：1)指导指导；2)奖学金；3)通过真实的近同行榜样展示关于学习技能的证据。此前的研究表明，社区建设和定向指导可以增加大型研究型大学的留校率。这个项目将决定针对所有STEM专业的辅导是否能够在一个小型的、公共的HSI取得成功。机构数据显示，当经济援助在毕业前落山时，许多不再有资格获得联邦援助的低收入学生负担不起完成学位的费用。这一经济缺口导致符合佩尔资格的学生与其他学生之间的毕业差距在大学四年级至六年级之间扩大了11%。这个项目将通过奖学金和指导指导来解决这个问题，以促进课程选择和明确的计划，以实现四年内毕业。学习技能将通过视频演示来实验性地操纵提供学习策略证据的人是否由研究人员、模范校友或该机构的学长提出，这些人在要求的科学和数学课程上提高了自己的表现。项目评估将使用学生在定向指导中的发展数据，关于学习技能的身份信息研究，以及奖学金本身的有效性，以提高STEM专业的留校率和毕业率。该项目由NSF的科学、技术、工程和数学奖学金项目资助，该项目旨在增加在STEM领域获得学位的低收入学术天才学生的数量。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业成功、留住、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优势和更广泛的影响审查标准进行评估，被认为值得支持。