Examining the use of micro-internships to leverage scalable learning for STEM workforce development among people experiencing homelessness

研究如何使用微型实习来利用可扩展的学习来促进无家可归者的 STEM 劳动力发展

• 批准号: 2100355
• 负责人: Michelle Friend
• 金额: $ 48.79万
• 依托单位: University of Nebraska at Omaha
• 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: 2021-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2100355&HistoricalAwards=false
• 关键词: Examining; use; micro; internships; leverage

Researchers at the University of Nebraska at Omaha and Southern Methodist University will investigate the efficacy of a Work-Learn model for providing individuals experiencing homelessness with the skills and scaffolding that will enable them to enter the job market. The research team will examine the impact of integrating micro-internships with online courses targeting computer science skills for homeless adult learners and analyze the interaction among group dynamics and learner success and barriers and successful learning outcomes. The research focuses on theoretical and empirical connections between online education and job opportunities. The Work-Learn model could potentially produce scalable online training that is adaptable for previously underreached populations. The project will advance the state of knowledge in educational theory regarding the nexus between marginalized learners and educational technology. The research will extend the knowledge base about online and career technical education by testing the hypothesis that the Work-Learn model can transform MOOCS to support the success of homeless populations.The target participants for the study are individuals experiencing homelessness in the Omaha metropolitan area. The research goal is to test the efficacy of the Work-Learn model in supporting the ability of homeless persons to complete a MOOC and successfully transition to information technology (IT) sector jobs. To achieve this goal, the researchers will investigate four research questions: (1) How can the Work-Learn model incentivize learners and support persistence in completing learning tasks and challenges? (2) Do peer learning structures work as effectively with persons experiencing homelessness as with traditional MOOC students? (3) What learner attributes and experiences are associated with success? and (4) How does industry partnership support re-training of persons experiencing homelessness for IT jobs? The research team will develop and implement course modules, in a peer learning context, addressing computational thinking, COBOL, and Python that enable learners to learn by doing in a MOOC environment. They will engage homeless shelter staff and private-sector partners to support skills development and paid micro-internship placement. The team will investigate how these partnerships function to support this population of learners and how learners’ well-being is impacted. The research design will address the research questions and generate formative and summative data through interviews and focus groups. The researchers will collect artifacts to illuminate shelter policies and general shelter culture. The team will use R and descriptive statistics to analyze and report the survey data, artifacts, and MOOC completion data. The research results will inform interventions that employ scalable technology to re-skill or up-skill adults who do not have access to workforce training tailored to high-demand and financially stable technology jobs and careers. The project is supported by the EHR Core Research Program that funds STEM education research projects focused on STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development.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.

内布拉斯加大学奥马哈分校和南卫理公会大学的研究人员将调查工作学习模式的有效性，为无家可归的人提供技能和脚手架，使他们能够进入就业市场。 研究小组将研究将微型实习与针对无家可归的成年学习者的计算机科学技能的在线课程相结合的影响，并分析群体动态和学习者成功之间的相互作用，以及障碍和成功的学习成果。研究重点是在线教育和就业机会之间的理论和实证联系。工作-学习模式可能会产生可扩展的在线培训，适用于以前未被充分利用的人群。该项目将提高教育理论中关于边缘化学习者与教育技术之间关系的知识水平。这项研究将通过测试工作-学习模式可以改变MOOCS以支持无家可归人口的成功这一假设来扩展有关在线和职业技术教育的知识基础。这项研究的目标参与者是奥马哈大都市地区无家可归的个人。研究目标是测试工作学习模式在支持无家可归者完成MOOC并成功过渡到信息技术（IT）部门工作的能力方面的有效性。 为了实现这一目标，研究人员将探讨四个研究问题：（1）工作-学习模式如何激励学习者并支持他们坚持完成学习任务和挑战？(2)同伴学习结构对无家可归者和传统MOOC学生一样有效吗？(3)什么样的学习者属性和经验与成功相关？及（4）业界伙伴关系如何支援无家可归人士接受资讯科技工作的再培训？ 该研究团队将开发和实施课程模块，在同行学习的背景下，解决计算思维，COBOL和Python，使学习者能够在MOOC环境中通过实践来学习。他们将让无家可归者收容所的工作人员和私营部门的合作伙伴参与，以支持技能发展和有偿微型实习安置。该小组将调查这些伙伴关系如何发挥作用，以支持这一人口的学习者和学习者的福祉是如何受到影响。研究设计将解决研究问题，并通过访谈和焦点小组产生形成性和总结性数据。研究人员将收集文物，以阐明住房政策和一般住房文化。 该团队将使用R和描述性统计来分析和报告调查数据、工件和MOOC完成数据。研究结果将为采用可扩展技术的干预措施提供信息，以重新掌握技能或提高技能，这些成年人无法获得针对高需求和财务稳定的技术工作和职业的劳动力培训。该项目由EHR核心研究计划支持，该计划资助STEM教育研究项目，重点关注STEM学习和学习环境，扩大STEM领域的参与，以及STEM劳动力发展。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。