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

HSI 机构转型项目：加州理工波莫纳意向创业项目吸引 STEM 学生 (CPP INVESTS)

• 批准号: 2122567
• 负责人: Olukemi Sawyerr
• 金额: $ 299.97万
• 依托单位: Cal Poly Pomona Foundation, Inc.
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122567&HistoricalAwards=false
• 关键词: HSI; Institutional; Transformation; Project; Cal

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.

在改进的本科生STEM教育：拉美裔服务机构(HSI计划)的支持下，加州州立理工大学波莫纳分校(CPP)的这一Track 3 ITP项目将通过在STEM学生生命周期的三个关键过渡期间嵌入高影响力实践(HIP)来推进HSI计划的目标：(1)中学到高等教育--大规模的第一年经验(FYE)课程和基于课程的本科生研究经验(CURE)，并在FYE中嵌入同行学习助理(PLA)；(2)从低级到高级STEM课程--在第二年STEM入门课程和顶尖和高级GE课程中嵌入治疗；(3)毕业进入STEM劳动力市场--利用两个创新组成部分：“微”实习和替代学习记录(ALR)。该项目将扩大参加实习的STEM学生的数量，方法是在初级课程和高级课程中嵌入为期六周的“微”实习经验。该项目将开发和实施两个ALR--领导力和研究职业发展。为了支持STEM教师，该项目将向STEM学院提供培训，指导他们发展以多样性、公平和包容性为基础的与文化相关的教育学，开发FYE课程，在他们的课程和计划中嵌入治疗、微型实习和ALR。该项目的具体目的是帮助理解如何建设机构能力，以提高高等专科学校本科生STEM教育的质量。项目评估计划将重点关注机构层面的变量，包括项目中STEM学生的招生、留住和毕业率，同时利用形成性和终结性评估方法。本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学生职业认同的影响，以及教师专业发展努力的影响，包括岗位前调查、访谈和有重点的小组讨论。该项目将产生新的知识，并有助于开展关于ALR和嵌入课程的微型实习对STEM学生成功的影响的新研究。该项目的更广泛影响是开发和测试一种模式的潜力，该模式将传播到加州州立大学系统，并可供加州州立大学系统使用，该系统服务于全国最多的拉美裔和服务不足的STEM学生，以及其他服务于大量URM学生、第一代和低收入学生的机构。HSI计划旨在加强本科生STEM教育，扩大STEM的参与，并建设HSIS的能力。鉴于高等教育机构的不同性质和背景，实现这些目标需要创新的方法，以激励机构和社区的变革，并促进基础研究(I)关于学生参与式学习，(Ii)关于如何有效地多样化和增加对STEM的参与，以及(Iii)提高我们对如何建设高等教育机构能力的理解。HSI计划支持的项目也将从这些方法中获得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。