Blended Learning in a Geographically Distributed Education System for Geomatics Students

测绘学生地理分布式教育系统中的混合学习

• 批准号: 2130059
• 负责人: Amr Abd-Elrahman
• 金额: $ 97.39万
• 依托单位: University of Florida
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-12-01 至 2027-11-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2130059&HistoricalAwards=false
• 关键词: Blended; Learning; Geographically; Distributed; Education

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 Florida. Over its 6-year duration, this project will fund scholarships for 38 unique full time and half-time students who are pursuing a bachelor’s degree in geomatics. Third- and fourth-year students, including transfer students from community colleges, will receive up to two-year scholarships. This project intends to increase student enrollment and persistence in geomatics by linking scholarships with effective support activities, including faculty mentoring, intentional advising, participation in co-curricular activities, professional training, and participation in discipline-specific conferences. This project builds on the existing geographically distributed blended geomatics education system at the University of Florida, which delivers the degree program at the main campus, and at two locations close to the largest population centers in the state. Transfer students will be recruited from community and state colleges and support services will be provided to help students have a successful transition to the University of Florida and complete their geomatics degree. This project introduces a model that will improve the collaboration between a four-year STEM degree program, community/state colleges, and professionals in industry at the state level. It is expected that new knowledge will be generated by studying the effects of blended learning and organizational structure accommodations on low-income student participation and success.The overall goal of the project is to increase STEM degree completion for low-income, high-achieving undergraduates with demonstrated financial need. This project aims to: increase the enrollment of low-income geomatics students in a geographically distributed education system; provide professional development to help students transition to the geomatics workforce; and generate new knowledge by studying factors affecting recruitment and retention of low-income transfer students. Organizational structure adaptations through geographically distributed education and the use of a blended education system should help improve STEM education and overcome systemic barriers for transfer students. Further study is warranted to understand how organizational structure adaptation, intentional mentoring, participation in co-curricular activities, and providing financial support can affect low-income students’ participation and success in the geomatics technology field. This project will identify the barriers affecting the enrollment of low-income students, the factors contributing to student advancement, and the effects of adopting a blended geographically distributed geomatics education system on student success. The data collected in this project will be analyzed to assess differences between project scholars and other students in the degree program. Socioeconomic, organizational structure, demographic, and geographic related factors will be analyzed using exploratory, statistical, and machine learning analysis techniques. This project has the potential to contribute new knowledge about how a distributed education system with financial, cultural, and professional support will affect low-income transfer student recruitment and advancement in STEM fields, which will benefit geomatics technology education and the broader STEM education community. The results will be presented at education and professional conferences, workshops, and seminars as well as other digital dissemination venues. 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.

该项目将通过支持佛罗里达大学表现出经济需求的高成就、低收入学生的保留和毕业，为国家对受过良好教育的科学家、数学家、工程师和技术人员的需求做出贡献。在6年的时间里，该项目将为38名正在攻读学士学位的全日制和半日制学生提供奖学金。 地理学学位。三年级和四年级的学生，包括社区大学的转学生，将获得最多两年的奖学金。该项目旨在通过将奖学金与有效的支持活动联系起来，包括教师指导，有意咨询，参加课外活动，专业培训和参加学科特定会议，来增加学生入学率和坚持地理信息学。该项目建立在佛罗里达大学现有的地理分布混合地理信息学教育系统的基础上，该系统在主校区和靠近该州最大人口中心的两个地点提供学位课程。转学生将从社区和州立学院招募，并提供支持服务，以帮助学生成功过渡到佛罗里达大学，并完成他们的地理信息学学位。该项目引入了一种模式，将改善四年制STEM学位课程，社区/州立学院和州一级行业专业人士之间的合作。预计通过研究混合学习和组织结构调整对低收入学生参与和成功的影响，将产生新的知识。该项目的总体目标是提高低收入、高成就、有经济需求的本科生的STEM学位完成率。该项目旨在：增加低收入地理信息学学生在地理分布教育系统中的入学人数;提供专业发展，帮助学生过渡到地理信息学劳动力队伍;通过研究影响低收入转学生的招聘和保留的因素，产生新的知识。通过地理分布的教育和使用混合教育系统进行组织结构调整，应有助于改善STEM教育，并克服转学生的系统性障碍。进一步的研究是必要的，以了解如何组织结构的适应，有意辅导，参与课外活动，并提供财政支持，可以影响低收入家庭的学生的参与和成功的地理信息技术领域。该项目将确定影响低收入学生入学的障碍，有助于学生进步的因素，以及采用混合地理分布的地理信息学教育系统对学生成功的影响。在这个项目中收集的数据将进行分析，以评估项目学者和学位课程的其他学生之间的差异。社会经济，组织结构，人口统计和地理相关因素将使用探索性，统计和机器学习分析技术进行分析。该项目有潜力贡献新的知识，了解具有财务，文化和专业支持的分布式教育系统将如何影响低收入转学生的招聘和STEM领域的进步，这将有利于地理信息技术教育和更广泛的STEM教育社区。研究结果将在教育和专业会议、讲习班和研讨会以及其他数字传播场所公布。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，并产生关于低收入学生的学术成功，保留，转移，毕业和学术/职业道路的知识。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。