Innovative Science, Technology Engineering, and Mathematics Work Force Development Project

创新科学、技术工程和数学劳动力发展项目

• 批准号: 2048821
• 负责人: Cynthia Trawick
• 金额: $ 146.8万
• 依托单位: Morehouse College
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-12-15 至 2024-11-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2048821&HistoricalAwards=false
• 关键词: Innovative; Science; Technology; Engineering; Mathematics

The Morehouse College's Innovative Science, Technology, Engineering, and Mathematics Work Force Development Project will engage minority male students in an active, inclusive learning community to enhance their interest in science and mathematics education and careers. The objective of the project is to shift from passive learning to active learning within the context of real-life problem-solving scenarios in order to promote academic success in middle school and high school and prepare students academically to attend a college or university. Learning modules will expose students to innovation and creativity to provide a dynamic, engaging, and realistic environment of hands on activities to learn concepts within physics and mathematics that have applications in real life. The publication of findings from this project will provide an avenue for improving minority participation in science and mathematics education and careers. This could have significant influence on the national educational agenda by providing empirical findings on the best approach to understand the mechanism underlying these findings. The program will incorporate a strong entrepreneurial component designed to develop these students into future science and mathematics business leaders who will not only participate in the science and mathematics workforce, but will also contribute to the expansion of the science and mathematics workforce.The project will engage Black male students in a long-term Science, Technology, Engineering, and Mathematics program that will include a four-week Summer Program, Hands-on Field Experience, and Saturday Academy during the academic year. The program will bridge middle school students into high school and impact 42 students/year by admitting 14 students each from 6th, 7th and 8th grades respectively for a 3-year experience that includes culturally sustaining: 1) academic, social integration and advising; 2) knowledge and skill development; and 3) support and motivation which ultimately impacts students' confidence, academic outcome and Science, Technology, Engineering, and Mathematics career choices. The goals of the project are: 1) Increase Science and Mathematics identity; 2) Increase the awareness and perception of Science and Mathematics as a career; and 3) Increase broadening participation of underrepresented populations in Science, Technology, Engineering, and Mathematics programs and careers. The research plan will focus on the research questions: (1) What factors and key experiences effectively promote awareness of Science and Mathematics careers, motivation to pursue a Science or Mathematics career, and persistence in undertaking education pathways to those careers? (2) In what roles and in what ways do parents, mentors, caregivers, and other community members motivate students to become aware of, interested in, and prepared for Science and Mathematics careers? The effectiveness of proposed active-learning experiences to enhance science and mathematics education of underrepresented minority students will be evaluated using a mixed method approach including a focus on three inter-related subjective constructs known to predict persistence in science: scientific self-efficacy, science identity, and intent to persist in science. To ensure ongoing quality of the project activities, external formative and summative evaluations with both qualitative and quantitative analysis will be conducted to gauge progress toward program goals. This project is funded by the Innovative Technology Experiences for Students and Teachers (ITEST) program, which supports projects that build understandings of practices, program elements, contexts and processes contributing to increasing students' knowledge and interest in science, technology, engineering, and mathematics (STEM) and information and communication technology (ICT) careers.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.

莫尔豪斯学院的创新科学、技术、工程和数学劳动力发展项目将使少数族裔男学生参与到一个积极、包容的学习社区中，以提高他们对科学和数学教育和职业的兴趣。该项目的目标是在现实生活中解决问题的场景中从被动学习转变为主动学习，以促进初中和高中的学业成功，并为学生进入学院或大学做好学术准备。学习模块将使学生接触创新和创造力，提供一个动态、引人入胜且现实的实践活动环境，以学习在现实生活中应用的物理和数学概念。该项目研究结果的发表将为改善少数族裔参与科学和数学教育及职业提供途径。通过提供有关理解这些发现背后机制的最佳方法的实证结果，这可能会对国家教育议程产生重大影响。该计划将纳入强大的创业成分，旨在将这些学生培养成未来的科学和数学商业领袖，他们不仅将参与科学和数学劳动力，还将为科学和数学劳动力的扩展做出贡献。该项目将让黑人男学生参与长期的科学、技术、工程和数学项目，其中包括为期四周的暑期项目、实践现场体验和学术期间的周六学院 年。该计划将帮助中学生进入高中，每年招收 6 年级、7 年级和 8 年级的 14 名学生，让他们获得为期 3 年的体验，其中包括文化维持：1）学术、社会融合和建议； 2）知识和技能发展； 3) 支持和动机最终影响学生的信心、学业成绩以及科学、技术、工程和数学职业选择。该项目的目标是： 1）增加科学和数学的认同； 2）提高对科学和数学作为职业的认识和认识； 3) 扩大代表性不足的人群对科学、技术、工程和数学项目和职业的参与。研究计划将重点研究以下问题：（1）哪些因素和关键经验有效促进人们对科学和数学职业的认识、追求科学或数学职业的动机以及坚持接受这些职业的教育途径？ (2) 家长、导师、看护者和其他社区成员以什么角色和方式激励学生了解科学和数学职业、对科学和数学职业感兴趣并为其做好准备？将使用混合方法来评估所提议的主动学习体验的有效性，以加强代表性不足的少数族裔学生的科学和数学教育，包括重点关注已知可预测科学坚持的三个相互关联的主观结构：科学自我效能、科学认同和坚持科学的意图。为了确保项目活动的持续质量，将进行外部形成性和总结性评估以及定性和定量分析，以衡量项目目标的进展情况。该项目由学生和教师创新技术体验 (ITEST) 计划资助，该计划支持旨在加深对实践、计划要素、背景和流程的理解的项目，有助于增加学生对科学、技术、工程和数学 (STEM) 以及信息和通信技术 (ICT) 职业的知识和兴趣。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进行评估，被认为值得支持。 以及更广泛的影响审查标准。