Increasing Diversity and Inclusion in Science, Technology, Engineering, and Math: Strengthening Belongingness through Targeted Academic and Professional Mentoring

增加科学、技术、工程和数学领域的多样性和包容性：通过有针对性的学术和专业指导增强归属感

• 批准号: 2130097
• 负责人: Ivelitza Garcia
• 金额: $ 140.03万
• 依托单位: Allegheny College
• 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: 2022-01-01 至 2027-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2130097&HistoricalAwards=false
• 关键词: Increasing; Diversity; Inclusion; Science; Technology

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 Allegheny College, a four-year liberal arts college in Meadville, Pennsylvania. Over its six-year duration, this project will fund scholarships to 24 full-time students pursuing a Bachelor of Science degrees in Biochemistry, Biology, Chemistry, Computer Science, Geology, Mathematics, Neuroscience, and/or Physics. First-year students will receive up to eight semesters, four academic years, of scholarship support. The project aims to improve retention rates, enhance academic performance and engagement in STEM gateway courses, and bolster career readiness with robust activities centered on academic mentoring, early research integration, and professional development. Project teams and mentors will customize activities, plans, and opportunities to address each project participant’s academic, social, and career goals. These customized components will strategically develop a sustainable support network that students can access throughout their STEM education and career. Allegheny College is ranked among the top colleges and universities based on the number of its graduates who eventually earn Ph.D.s in STEM fields; thus, this project has the potential to increase the number of highly capable and diverse future scientists in a wide range of fields as well as to advance our understanding of how sustained support of intersecting identities can develop STEM leaders in an increasingly global and inclusive working environment. The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need. There are two specific aims: first, to improve first-to-second-year retention rates within STEM gateway courses, and second, to increase STEM capacities that affect personal, professional, and academic identities. Mentorship by STEM peer leaders and faculty increases students’ sense of belonging, facilitating improvements in academic performance and engagement, which ultimately leads to higher persistence rates. Although several studies address STEM identity correlations, understanding how holistic academic and career mentoring paired with a sustainable and long-term support network affects low-income, high-achieving liberal arts graduates is still lacking. Thus, our project targets the time span before matriculation and two years after to foster STEM identity development at a residential liberal arts college. This project has the potential to advance understanding of the long-term effects of sustainable support networks on STEM identities and an inclusive workforce. Results of this project will be made available to regional colleges and the Great Lakes Colleges Association as well as at national educational conferences. 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，通过支持高成就，低收入的学生在阿勒格尼学院，一个四年制的文科学院在米德维尔，宾夕法尼亚州证明经济需要的保留和毕业。在六年的时间里，该项目将为24名攻读生物化学，生物学，化学，计算机科学，地质学，数学，神经科学和/或物理学理学学士学位的全日制学生提供奖学金。一年级学生将获得最多八个学期，四个学年的奖学金支持。该项目旨在提高保留率，提高学习成绩和STEM网关课程的参与度，并通过以学术指导，早期研究整合和专业发展为中心的强有力的活动来加强职业准备。项目团队和导师将定制活动，计划和机会，以解决每个项目参与者的学术，社会和职业目标。这些定制的组件将战略性地开发一个可持续的支持网络，学生可以在整个STEM教育和职业生涯中访问。阿勒格尼学院是根据其毕业生最终获得STEM领域博士学位的人数排名的顶尖学院和大学之一;因此，在本发明中，该项目有可能在广泛的领域增加高能力和多样化的未来科学家的数量，并促进我们对交叉身份的持续支持如何在日益全球化和包容性的工作中培养STEM领导者的理解环境该项目的总体目标是提高低收入，高成就的本科生与证明财政需要完成STEM学位。有两个具体目标：首先，提高STEM网关课程中第一至第二年的保留率，其次，提高影响个人，专业和学术身份的STEM能力。STEM同行领导和教师的指导增加了学生的归属感，促进了学习成绩和参与度的提高，最终导致更高的坚持率。虽然有几项研究涉及STEM身份的相关性，但仍然缺乏了解全面的学术和职业指导与可持续和长期的支持网络如何影响低收入，高成就的文科毕业生。因此，我们的项目针对入学前和入学后两年的时间跨度，以促进STEM身份在一个住宅文科学院的发展。该项目有可能促进对可持续支持网络对STEM身份和包容性劳动力的长期影响的理解。该项目的成果将提供给区域学院和五大湖学院协会以及全国教育会议。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。