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Understanding the Role of Undergraduate Research and Mentoring in the Self-Efficacy, Identity, and Success of Engineering Undergraduate Students

了解本科生研究和指导在工程本科生的自我效能、认同和成功中的作用

基本信息

批准号：
2120819
负责人：
Chrysanthe Preza
金额：
$ 30万
依托单位：
University of Memphis
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：
2021-10-01 至 2024-09-30
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2120819&HistoricalAwards=false
关键词：
Understanding Role Undergraduate Research Mentoring

项目摘要

This project aims to serve the national interest by improving academic success and broadening participation for engineering students at the University of Memphis. It has been shown that engineering identity and self-efficacy play a role in student retention and graduation rates. This study will examine the impact of mentoring and undergraduate research on developing students’ engineering identity and self-efficacy. An important aspect of the project is understanding how the proposed interventions in research and mentoring can aid college students who may not see themselves as “fitting in” with engineering as a means of broadening participation. This project will increase the use of undergraduate research as part of the curriculum, make research experiences accessible for all students, and promote broadening participation in engineering. The project team will adapt, implement, research, and evaluate a targeted active learning focused undergraduate research experience for which students will receive course credits towards their baccalaureate engineering degree. Using peer and faculty mentoring, students who begin research as early as their first year in college will continue in research and mentoring throughout their time as undergraduate students. It is expected that these interventions will help improve academic success and persistence as well as broaden participation in the engineering workforce.The project goals are to improve academic success, retention, diversity, and inclusion in engineering at the University of Memphis by integrating educational interventions such as active learning through project-based research opportunities and peer mentoring that involves networking and role modeling. The educational interventions are designed to foster the development of engineering identity and self-efficacy in undergraduate students. Project activities that aim to foster an inclusive culture in engineering include research training units, innovation seminars, and mentoring. The successful implementation of this project is expected to increase awareness and interest in engineering majors and provide a new approach to recruiting students to engineering. Important outcomes of the project will be: 1) improving retention of all students in engineering; 2) making engineering majors at the University of Memphis more accessible to undecided freshmen, particularly for the purpose of broadening participation; and 3) supporting engineering identity growth, self-efficacy, and a sense of belonging for undergraduate engineering students. Though other projects have investigated some of the components addressed in this project, few have looked at them collectively, as this project will do. As such, this project will generate new knowledge in how to recruit, retain, and broaden participation in undergraduate engineering. In addition, Memphis area community college students and high school students will engage in research and mentoring through a one-day summer summit. The adapted undergraduate research and mentoring model will be disseminated through an established consortium and to other interested institutions. Project results will be disseminated through conference presentations and journal publications as well as through a dedicated website. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过提高学术成就和扩大孟菲斯大学工程专业学生的参与来服务于国家利益。它已被证明，工程身份和自我效能发挥作用的学生保留和毕业率。本研究将探讨指导和本科生研究对发展学生的工程身份和自我效能的影响。该项目的一个重要方面是了解拟议的研究和指导干预措施如何帮助那些可能不认为自己“适合”工程作为扩大参与的一种手段的大学生。该项目将增加本科研究作为课程的一部分，使所有学生都能获得研究经验，并促进扩大工程参与。项目团队将适应，实施，研究和评估有针对性的主动学习重点本科研究经验，学生将获得学士学位工程学位的课程学分。使用同行和教师指导，谁开始研究，早在大学第一年的学生将继续在研究和指导整个时间作为本科生。预计这些干预措施将有助于提高学术成功和持久性，以及扩大参与工程workworld.The项目的目标是提高学术成功，保留，多样性，并通过整合教育干预措施，如通过基于项目的研究机会和同伴指导，涉及网络和角色建模纳入孟菲斯大学工程包容性。教育干预的目的是促进工程身份和自我效能感在本科生的发展。旨在培养工程学包容性文化的项目活动包括研究培训单位、创新研讨会和辅导。该项目的成功实施有望提高人们对工程专业的认识和兴趣，并为招收工程专业学生提供一种新的方法。该项目的重要成果将是：1）提高所有工程专业学生的保留率; 2）使孟菲斯大学的工程专业更容易被尚未决定的新生所接受，特别是为了扩大参与范围; 3）支持工程身份的增长，自我效能感和本科工程专业学生的归属感。虽然其他项目已经调查了本项目中涉及的一些组件，但很少有人像本项目一样将它们集中起来。因此，该项目将产生新的知识，在如何招聘，留住，并扩大参与本科工程。此外，孟菲斯地区的社区大学生和高中生将通过为期一天的夏季峰会进行研究和指导。调整后的本科生研究和指导模式将通过一个既定的财团和其他感兴趣的机构传播。项目成果将通过会议介绍和期刊出版物以及一个专门网站传播。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。