HSI Institutional Transformation Project: Unified Community of Support - Building Capacity for STEM Transfer Students’ Success (UCS-STSS)

HSI 机构转型项目：统一支持社区 - 培养 STEM 转学生的成功能力 (UCS-STSS)

• 批准号: 2122825
• 负责人: Ana Sanchez
• 金额: $ 288.79万
• 依托单位: Galveston College
• 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=2122825&HistoricalAwards=false
• 关键词: HSI; Institutional; Transformation; Project; Unified

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI) Program, this Track 3 ITP project aims to (1) build intra-institutional capacity through a Unified Community of Support; (2) create systemic and sustained institutional change that supports STEM Mentors in implementing evidence-based practices that enhance equitable student outcomes in STEM; (3) build inter-institutional capacity across a Regional Transfer Alliance to enhance STEM student transfer rates and transfer success; and (4) implement a theory-guided iterative research design focused on improving the understanding of how actors and institutions in higher education work within a systemic context to build capacity and on how to increase equitable participation and success in STEM using an intersectionality framework. This work will advance new knowledge of systems of domination and resistance in higher education within the context of HSIs. It will explore how to disrupt social reproduction of educational inequity. Broader impacts of the project will include improving the participation and success of underrepresented minorities in STEM, increasing authentic collaboration and partnerships among academia, and enhancing the infrastructure and capacity for STEM education research and its application to STEM education policy in higher education. Specific aims of the project are to address institution and system-wide structural change to enhance undergraduate STEM education and improve STEM transfer success through theory-guided research. This will be accomplished through an iterative research design that is grounded in Lewin’s Theory of Change, an intersectionality framework (Núňez 2014), a model of Unified Community of Support (Kezar & Holcombe 2017), and Shlossberg’s Transition Theory. Expected results will be improved STEM advising, improved STEM teaching and mentoring, enhanced opportunity for co-curricular activities, more equitable participation and outcomes, improved student success, and long-term sustainable intra- and inter-institutional structural change. Findings resulting from this project will be disseminated in a variety of ways. The research findings will be shared through conferences and submitted for publication to peer reviewed journals. Findings from the action research, conducted by the STEM faculty, will be shared locally through a public-invited poster session held annually and these faculty members will be encouraged to submit their findings to a peer reviewed journal. Project resources will be shared on the project website, including transfer plans and policy documents such as the Honors Program structure. These resources will be freely available to the public. 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.

在改善本科生STEM教育：西班牙裔服务机构（HSI）计划的支持下，该轨道3 ITP项目旨在（1）通过统一的支持社区建立机构内能力;（2）创建系统和持续的机构变革，支持STEM导师实施以证据为基础的实践，提高STEM的公平学生成果;（3）在区域转学联盟中建立机构间能力，以提高STEM学生的转学率和转学成功率;以及（4）实施一种理论-有指导的迭代研究设计侧重于提高对高等教育行为体和机构如何在系统背景下开展能力建设工作的理解，利用交叉性框架，增加STEM的公平参与和成功。这项工作将推进新的知识系统的支配和阻力在高等教育的范围内的HSIs。它将探讨如何破坏教育不公平的社会再生产。该项目的更广泛影响将包括改善在STEM中代表性不足的少数群体的参与和成功，增加学术界之间的真正合作和伙伴关系，以及加强STEM教育研究的基础设施和能力及其在高等教育中的STEM教育政策的应用。该项目的具体目标是解决机构和全系统的结构变化，以加强本科STEM教育，并通过理论指导的研究提高STEM转移的成功率。这将通过基于Lewin的变革理论，交叉性框架（Nútencies ez 2014），统一支持社区模型（Kezar Holcombe 2017）和Shlossberg的过渡理论的迭代研究设计来实现。预期成果将是改善STEM咨询，改善STEM教学和辅导，增加课外活动的机会，更公平的参与和成果，提高学生的成功率，以及长期可持续的机构内和机构间结构变革。该项目的调查结果将以多种方式传播。研究结果将通过会议分享，并提交给同行评审期刊发表。由STEM教师进行的行动研究的结果将通过每年举行的公开邀请海报会议在当地分享，并鼓励这些教师将他们的研究结果提交给同行评审的期刊。项目资源将在项目网站上共享，包括转让计划和政策文件，如荣誉计划结构。这些资源将免费提供给公众。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。