Achieving Equitable Persistence in STEM with a Data-informed Student-centered Transformation of the First-year College Experience

通过以数据为依据、以学生为中心的大学一年级体验转型，实现 STEM 的公平坚持

基本信息

批准号：
2122762
负责人：
Nicole Bennett
金额：
$ 299.67万
依托单位：
CUNY Hunter College
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2022
资助国家：
美国
起止时间：
2022-01-01 至 2026-12-31
项目状态：
未结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=2122762&HistoricalAwards=false
关键词：
Achieving Equitable Persistence STEM Data

项目摘要

This project aims to develop and deploy a set of effective success practices to transform first-year STEM education in order to attain equitable educational outcomes in STEM, both at Hunter College and other Hispanic-serving institutions. While many Hispanic students enter Hunter College interested in STEM, relatively few persist and graduate in their chosen STEM majors due to challenges during their first year. With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions Program (HSI Program), the project team will deliver several STEM success initiatives intended to enhance first-year STEM education and determine which policies and practices are the most effective for supporting STEM success at Hunter College. The effective practices will be embedded across STEM disciplines at Hunter College, thereby transforming its educational landscape. The project’s results will be disseminated broadly, enabling other campuses to deploy similar best practices. This is expected to reduce equity gaps and improve STEM outcomes for Hispanic students at Hunter College and other HSIs, thereby contributing to a larger and more diverse STEM workforce.This project aims to enhance the first-year experience among STEM students by deploying and studying the effectiveness of a range of pedagogical practices. These include gateway STEM course revisions, faculty pedagogical development, course-based research experiences, STEM-focused learning communities, STEM-readiness activities, and STEM-focused co-curricular supports. Both quantitative and qualitative methods will be used to examine four key questions. First is how these enhancements relate to students’ short- and long-term academic success, motivation, belonging, and commitment to STEM. Second is how students’ motivation and self-concept as science learners relate to their success and persistence in STEM. Third is how students’ perception of institutional climate relates to their success and persistence in STEM. Fourth is how contextual and situational factors relate to success across these different initiatives. The new knowledge generated from this project will be disseminated to faculty, researchers, policy makers, and institutional leaders within Hunter College and the wider higher education community, via presentations, publications, and conferences. The anticipated benefits of this project include a greater sense of belonging and motivation among diverse STEM students; increased persistence and success in STEM among Hispanic students; equitable outcomes for students in their chosen STEM discipline; an enhanced STEM educational experience; increased collaboration between STEM and STEM education faculty; and increased stakeholder commitment to transformative STEM educational practices. This project will also generate knowledge on the institutional transformation process itself by deepening understanding of how intra-institutional teams can function to support students. 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.

该项目旨在开发和部署一系列有效的成功实践，以改变第一年的STEM教育，以在亨特学院和其他西班牙裔服务机构中获得STEM的公平教育成果。尽管许多西班牙裔学生进入对STEM感兴趣的猎人学院，但由于第一年的挑战，相对较少的人在他们选择的STEM专业中毕业和毕业。在改善本科STEM教育的支持下：西班牙裔服务机构计划（HSI计划），项目团队将提供几项旨在增强第一年STEM教育的STEM成功计划，并确定哪些政策和实践是支持Hunter College STEM成功的最有效的。有效的实践将嵌入亨特学院的STEM学科中，从而改变其教育格局。该项目的结果将大致传播，使其他校园能够部署类似的最佳实践。预计这将减少亨特学院和其他HSI的西班牙裔学生的股权差距并改善茎的结果，从而促成更大，更多样化的STEM劳动力。该项目旨在通过部署和研究一系列教学实践的有效性来增强STEM学生的第一年经验。其中包括Gateway STEM课程修订，教师教学发展，基于课程的研究经验，以STEM为中心的学习社区，STEM RECRINCES活动以及注重STEM的课外支持。定量和定性方法都将用于检查四个关键问题。首先是这些增强功能如何与学生的短期和长期学术成就，动力，归属和对STEM的承诺有关。第二是学生的动力和自我概念如何与他们在STEM中的成功和持久性相关。第三是学生对制度气候关系对他们在STEM中的成功和持久性的看法。第四是上下文和情境因素与这些不同倡议的成功之间的关系。该项目产生的新知识将通过介绍，出版物和会议传播给亨特学院和更广泛的高等教育社区内的教师，研究人员，政策制定者和机构领导者。该项目的预期好处包括潜水员STEM学生的更大归属感和动力；西班牙裔学生的STEM的持久性和成功率提高；在选定的茎学科中，学生的公平成果；增强的STEM教育经验； STEM和STEM教育教师之间的合作增加；并增加了利益相关者对变革性STEM教育实践的承诺。该项目还将通过加深对机构内部机构内部团队如何支持学生的知识来建立有关机构转型过程本身的知识。 HSI计划旨在增强本科STEM教育，扩大参与STEM并在HSIS建立能力。鉴于HSI的潜水性质和背景，实现这些目标需要创新的方法来激励机构和社区转型，并促进有关参与学生学习的基础研究（i），（ii）关于有效多样化和（有效地增加参与STEM的参与）以及（iii），并提高我们对HSIS机构能力建立机构能力的理解。 HSI计划支持的项目还将从这些方法中汲取灵感，以产生有关如何实现这些目标的新知识。该奖项反映了NSF的法定任务，并认为使用基金会的知识分子优点和更广泛的影响评估标准，认为值得通过评估来获得支持。