HSI Institutional Transformation Project: Cal Poly Pomona INtentional Venture Engaging STEM Students (CPP INVESTS)

在改善本科STEM教育的支持下：西班牙裔服务机构（HSI计划），这个轨道3 ITP项目在加州州立理工大学，波莫纳（CPP）将推进HSI计划的目标，通过嵌入高影响力的做法（HIP）在三个关键的过渡STEM学生生命周期：（1）中学到中学后教育-规模的第一年经验（FYE）课程和以课程为基础的本科生研究经验（CURE），并在FYE中嵌入同伴学习助理（PLA）;（2）从低年级到高年级的STEM课程-在第二年的STEM网关课程和顶点和高年级的通用电气课程中嵌入CURE;（3）毕业进入STEM劳动力队伍-利用两个创新的组成部分：“微型”实习和替代学习记录（ALR）。该项目将通过在初级网关和高级顶点课程中嵌入为期六周的“微型”实习经验，扩大STEM学生参与实习的人数。该项目将制定和实施两项职业生涯发展规则-领导能力和研究职业发展。 为了支持STEM教师，该项目将提供STEM教师学院，指导教师开发以多样性，公平和包容为基础的文化相关教学法，开发FYE课程，将CURE，微型实习和ALR嵌入他们的课程和计划中。该项目的具体目标是帮助了解如何建立机构能力，以提高HSIs本科STEM教育的质量。该计划的评估计划将侧重于机构层面的变量，包括通过利用形成性和总结性评估方法，在项目中STEM学生的招聘，保留和毕业率。该项目将采用准实验设计来考察PLA对FYE课程一年级学生归属感和学业自我效能感的影响。它将使用混合方法来研究微型实习和ALR对STEM学生专业身份的影响，以及教师专业发展工作的影响，包括事前调查，访谈和重点小组讨论。该项目将产生新的知识，并有助于发展关于ALR和课程嵌入式微型实习对STEM学生成功的影响的新生研究。该项目更广泛的影响是开发和测试一个模型的潜力，该模型将传播到加州州立大学系统，并可由该系统使用，该系统为全国最多的西班牙裔和服务不足的STEM学生提供服务，以及为大量URM，第一代和低收入学生提供服务的其他机构。HSI计划旨在加强本科STEM教育，扩大STEM的参与，并建立HSI的能力。实现这些目标，鉴于不同的性质和背景下的HSIs，需要创新的方法，激励机构和社区转型，促进基础研究（一）参与学生学习，（二）关于如何有效地多样化和增加STEM的参与，以及（三）提高我们对如何在HSIs建立机构能力的理解。HSI计划所支持的项目也将从这些方法中汲取经验，以产生关于如何实现这些目标的新知识。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。

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 3 ITP project at California State Polytechnic University, Pomona (CPP) will advance the goals of the HSI Program by embedding high-impact practices (HIPs) during three critical transitions in the STEM student life cycle: (1) secondary to post-secondary education -- scale First Year Experience (FYE) courses and course-based undergraduate research experiences (CUREs), and embed peer learning assistants (PLAs) in FYEs; (2) lower division to upper division STEM courses -- embed CUREs in second year STEM gateway courses and capstone and upper-division GE courses; (3) graduation into the STEM workforce -- utilize two innovative components: “micro” internships and alternative learning records (ALRs). The project will scale the number of STEM students participating in internships by embedding six-week “micro” internship experiences in junior gateway and senior capstone courses. The project will develop and implement two ALRs -- leadership and research career development. To support STEM faculty, the project will provide STEM Faculty Institutes to coach faculty in developing culturally relevant pedagogy anchored in diversity, equity, and inclusion, developing FYE courses, embedding CUREs, micro-internships, and ALRs in their courses and programs. The specific aim of the project is to contribute to the understanding of how to build institutional capacity to enhance the quality of undergraduate STEM education at HSIs. The program evaluation plan will focus on institutional-level variables including recruitment, retention, and graduation rates of STEM students in the project by utilizing both formative and summative assessment methods. This project will employ quasi-experimental design to examine the impact of PLAs on the sense of belonging and academic self-efficacy of first year students in FYE courses. It will use mixed-methods to examine both the impact of micro-internships and ALRs on the professional identities of STEM students and the impact of the faculty professional development efforts, including pre-post surveys, interviews, and focused group discussions. The project will generate new knowledge and contribute to the development of the nascent research on the impact of ALRs and course-embedded micro-internships on STEM student success. The broader impact of the project is the potential to develop and test a model that will be disseminated to and can be utilized by the California State University system which serves the greatest number of Hispanics and underserved STEM students in the nation, and other institutions that serve large populations of students who are URMs, first-generation and low-income. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Projects supported by the HSI Program will also draw from these approaches to generate new knowledge on how to achieve these aims.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.