Improving Engineering Transfer Student Success through Early Advising and Purposeful Community-Building

通过早期建议和有目的的社区建设提高工程转学生的成功

• 批准号: 2130171
• 负责人: Mahnas Mohammadi-Aragh
• 金额: $ 148.29万
• 依托单位: Mississippi State University
• 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: 2021-10-15 至 2027-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2130171&HistoricalAwards=false
• 关键词: Improving; Engineering; Transfer; Student; Success

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 Mississippi State University on both the Starkville and Coast campuses. Over its six-year duration, this project will fund scholarships for 50 unique full-time transfer students who are pursuing Bachelor of Science degrees in computer, electrical, industrial, and mechanical engineering. Students will receive up to six semesters of scholarship support. This project aims to improve student outcomes for engineering students by linking scholarships with faculty and peer mentoring, enhanced advising for the transition to Mississippi State University, and a new engineering student organization for transfer students. By increasing interaction between new transfer students, existing transfer students, and faculty, this project will help students learn how to navigate academic policies and access student resources. The increased student-to-student and student-to-faculty interaction will also create a community from which faculty and administrators can learn about and begin to address institutional barriers for transfer students. Due to the large population of underrepresented and first-generation students enrolled in Mississippi community colleges and transferring to Mississippi State University, this project has the potential to broaden participation in engineering. The project will generate new knowledge about how financial support, cohort building, early advising, and a student organization focused on transfer student success can support retention and graduation for engineering transfer students.The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need. The project objectives are to 1) provide scholarships, faculty mentoring, and peer mentoring to eligible low-income students, 2) strengthen advising practices for all incoming engineering transfer students, and 3) improve belonging and integration into Mississippi State University student communities. Support for engineering transfer students will include a new online, self-paced course focused on early-advising and a new university-registered student organization to help transfer students transition to the university. Specific known barriers for engineering transfer students include financial difficulties, being unfamiliar with academic procedures, difficulty balancing academic and personal responsibilities, and social isolation. This project will investigate how an online early-advising course and a registered student organization that is framed by Community of Practice principles can increase interaction with other students and faculty and reduce known barriers to success. Additionally, the project will generate new knowledge about forming and maintaining Communities of Practice to support engineering transfer students. The project evaluation will assess the impact of project activities on transfer student success as well as institutional practices. Student and mentor interviews will be conducted to examine the effects of the project activities through thematic analysis. Institutional data on student retention and progress toward graduation will be analyzed to examine how the project affects student success. Project results will be shared with the engineering education community via flyers, a project website, social media, email distribution lists, and presentations at technical meetings. 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 educational/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.

该项目将有助于对受过良好教育的科学家，数学家，工程师和技术人员的国家需要，通过支持高成就，低收入学生的保留和毕业，证明在密西西比州立大学的经济需要在斯塔克维尔和海岸校区。在六年的时间里，该项目将为50名正在攻读计算机，电气，工业和机械工程理学学士学位的全日制转学生提供奖学金。学生将获得最多六个学期的奖学金支持。该项目旨在通过将奖学金与教师和同伴指导联系起来，为向密西西比州立大学过渡提供更好的建议，以及为转学生建立一个新的工程学生组织，来提高工程专业学生的学习成绩。通过增加新转学生，现有转学生和教师之间的互动，该项目将帮助学生学习如何浏览学术政策和访问学生资源。增加学生与学生和学生与教师的互动也将创造一个社区，教师和管理人员可以从中了解和开始解决转学生的制度障碍。由于在密西西比社区学院就读并转入密西西比州立大学的代表性不足的第一代学生人数众多，该项目有可能扩大对工程的参与。该项目将产生新的知识，关于如何财政支持，队列建设，早期咨询，以及专注于转学生成功的学生组织可以支持工程转学生的保留和毕业。该项目的总体目标是增加低收入，高成就的本科生的STEM学位完成证明经济需要。该项目的目标是1）提供奖学金，教师指导，并同行指导合格的低收入学生，2）加强所有传入的工程转学生的建议做法，和3）提高归属感和融入密西西比州立大学学生社区。对工程转学生的支持将包括一个新的在线自定进度课程，重点是早期咨询和一个新的大学注册学生组织，以帮助转学生过渡到大学。工程转学生的具体障碍包括经济困难，不熟悉学术程序，难以平衡学术和个人责任以及社会孤立。该项目将研究如何通过实践原则的社区框架的在线早期咨询课程和注册的学生组织可以增加与其他学生和教师的互动，并减少已知的成功障碍。此外，该项目将产生有关形成和维护实践社区的新知识，以支持工程转学生。项目评估将评估项目活动对转学生成功的影响以及机构做法。学生和导师将进行访谈，通过主题分析来检查项目活动的效果。将分析有关学生保留和毕业进展的机构数据，以研究该项目如何影响学生的成功。项目结果将通过传单，项目网站，社交媒体，电子邮件分发列表和技术会议上的演示文稿与工程教育社区共享。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、毕业和教育/职业途径的知识。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力审查标准进行评估，被认为值得支持。

项目成果

Improving Engineering Transfer Student Onboarding and Retention through Scholarship and Programmatic Interventions

通过奖学金和计划干预改善工程转学生的入学和保留

• 发表时间: 2022
• 期刊: 2022 ASEE Annual Conference & Exposition
• 作者: Strawderman, L.;Mohammadi-Aragh, M.;Iqbal, U.;Knizley, A.;Johnson, J.;Sullivan, R.;Brauer, S.
• 通讯作者: Brauer, S.