Walking Together to Increase Participation of Students from Underrepresented Groups in Engineering

携手同行，提高工程领域代表性不足群体学生的参与度

• 批准号: 2129911
• 负责人: Kimberly Ogden
• 金额: $ 15万
• 依托单位: University of Arizona
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-02-01 至 2025-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2129911&HistoricalAwards=false
• 关键词: Walking; Together; Increase; Participation; Students

This project will contribute to the national need for well-educated scientists, mathematicians, engineers, and technicians by supporting the retention and graduation of high-achieving, low-income students with demonstrated financial need at the University of Arizona (UA), a Hispanic Serving Institution, and two regional Tribal Colleges - Tohono O’odham Community College (TOCC) and San Carlos Apache College (SCAC). During the project, faculty from the three institutions will spend time on the three campuses to gain insight into the day-to-day student life at TOCC and SCAC as well as the College of Engineering at UA. TOCC and SCAC faculty will learn about the 15 undergraduate engineering degree programs. Everyone will participate in workshops to design collaborative student programs in which UA, TOCC and SCAC student communities are formed prior to transfer to the UA. By providing need-based scholarships and structuring a community through which students will advance through challenging curriculum and develop a sense of belonging in their career pathway, this program aims to benefit society by increasing students from underrepresented minority (URM) groups and low-income students’ access to the engineering profession. Through increased persistence of low-income students and students from URM groups in engineering, subsequent incoming students will see themselves better represented and continue to pursue a career in engineering. More diverse engineering graduates will shift and widen the lens through which technical problems are solved in society and employers realize that this encourages innovation.The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need. The team will begin with a Collaborative Planning project to better understand the barriers to success for Indigenous students as they enter STEM programs and transfer to large institutions of higher learning. The team will strive to incorporate culturally relevant concepts such as Himdag (the O’odham way of life that includes respect for oneself, for others, for elders, and for the land), and the heritage of the San Carlos Apache (deeply tied to Mother Earth) into UA engineering courses. The team will study how programs that employ mentorship from peers, professionals, and faculty, impact students’ sense of belonging. Sense of belonging has been studied in terms of students’ affiliation with a campus, but this project extends previous research to evaluate students’ sense of belonging in the engineering profession, and how academic support and co-curricular programming impacts that sense of belonging, persistence, and retention. The educational researcher in collaboration with the program evaluator will organize focus groups and surveys to uncover student needs. The ultimate goal is to submit a S-STEM Track 3 proposal in March 2023. The planning grant provides time to gather institutional data from the 3 institutions to develop appropriate interventions, define scholarship eligibility requirements, establish scholarship amounts, and establish advisory boards. The institutions will establish memorandums of understanding and transfer articulation agreements. This project is funded by NSF’s Scholarships in Science, Technology, Engineering, and Mathematics program, which seeks to increase the number of low-income academically talented students with demonstrated financial need who earn degrees in STEM fields. It also aims to improve the education of future STEM workers, and to generate knowledge about academic success, retention, transfer, graduation, and academic/career pathways of low-income students.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.

该项目将有助于国家需要受过良好教育的科学家，数学家，工程师和技术人员，通过支持亚利桑那大学（UA），西班牙裔服务机构和两个地区部落学院- Tohono O 'odham社区学院（TOCC）和San卡洛斯阿帕奇学院（SCAC）的高成就，低收入学生的保留和毕业证明经济需要。在该项目期间，来自三个机构的教师将花时间在三个校区，以深入了解TOCC和SCAC以及UA工程学院的日常学生生活。TOCC和SCAC教师将了解15个本科工程学位课程。每个人都将参加研讨会，设计合作的学生计划，其中UA，TOCC和SCAC学生社区在转移到UA之前形成。通过提供基于需求的奖学金和构建一个社区，通过这个社区，学生将通过具有挑战性的课程取得进步，并在他们的职业道路上建立归属感，该计划旨在通过增加来自代表性不足的少数民族（URM）群体的学生和低收入学生进入工程专业来造福社会。通过增加低收入学生和来自URM团体的学生在工程方面的坚持，随后的新生将看到自己更好地代表，并继续追求工程事业。更多不同的工程专业毕业生将改变和扩大透镜，通过它解决社会中的技术问题，雇主意识到这鼓励创新。该项目的总体目标是提高低收入，高成就的本科生的STEM学位完成证明经济需要。该团队将开始与合作规划项目，以更好地了解土著学生的成功障碍，因为他们进入干程序和转移到高等院校的大型机构。该团队将努力将与文化相关的概念，如Himdag（O 'odham的生活方式，包括尊重自己，尊重他人，尊重长者和尊重土地），以及San卡洛斯阿帕奇人的遗产（与地球母亲紧密相连）纳入UA工程课程。该团队将研究如何雇用来自同行，专业人士和教师的指导计划，影响学生的归属感。归属感已经在学生与校园的联系方面进行了研究，但该项目扩展了以前的研究，以评估学生在工程专业的归属感，以及学术支持和课外活动如何影响归属感，持久性和保留。教育研究人员与项目评估人员合作，将组织焦点小组和调查，以发现学生的需求。最终目标是在2023年3月提交S-STEM Track 3提案。规划补助金提供了时间来收集机构数据，从3个机构制定适当的干预措施，确定奖学金资格要求，建立奖学金数额，并建立咨询委员会。这些机构将订立谅解备忘录和移交衔接协议。该项目由NSF的科学，技术，工程和数学奖学金计划资助，该计划旨在增加低收入学术人才的数量，这些学生表现出经济需求，并获得STEM领域的学位。它还旨在改善未来STEM工作者的教育，并提供有关低收入学生的学术成功、保留、转学、毕业和学术/职业途径的知识。该奖项反映了NSF的法定使命，并且通过使用基金会的智力价值和更广泛的影响力审查标准进行评估，被认为值得支持。