Promoting Early Retention of STEM Students: Achieving Change in our Communities through Equity and Student Success in STEM

促进 STEM 学生的早期保留：通过 STEM 的公平和学生的成功实现我们社区的变革

• 批准号: 2130239
• 负责人: Erica Cline
• 金额: $ 150万
• 依托单位: University of Washington
• 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 2028-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2130239&HistoricalAwards=false
• 关键词: Promoting; Early; Retention; STEM; 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 Washington (UW) Tacoma. UW Tacoma is an Asian American, Native American, and Pacific Islander-serving institution (AANAPISI). Over its seven-year duration, this project will fund scholarships 48 unique full-time students who are pursuing bachelor’s degrees in Mathematics, Environmental Science, Biomedical Sciences, Information Technology, Computer Science and Systems, Computer Engineering and Systems, Electrical Engineering, Mechanical Engineering, or Civil Engineering. First-time college students and first-year transfer students will receive full scholarships for their first two years and partial scholarships for their third and fourth years. The project will include a summer mathematics preparation program that aims to enhance entry into STEM disciplines. Participants will be invited to engage in a research experience or project-based Introduction to Design course in their first year. Coupled with an optional on-campus STEM living learning community and required individual faculty mentoring, the quarterly Success in STEM seminar course aims to support scholars in the formation of a cohesive community through group mentoring. Programming also aims to support students in their professional development. This project is distinguished by its focus on pre-STEM majors in their first and second years on campus, and includes mentorship training for approximately 40 faculty who will be teaching and mentoring diverse student populations. The University of Washington, Tacoma has a large population of students from groups historically underrepresented in STEM; this project aims to further research on how best to support first- and second-year undergraduate students as they enter STEM majors. Through increased recruitment and retention in the critical first two years, the project endeavors to support diverse students, supporting the entry of talented and skilled professionals into the local workforce.The overall goal of this project is to increase STEM degree completion among low-income, high-achieving undergraduates with demonstrated financial need. The specific objectives are to i) recruit talented, low-income students to STEM majors at the University of Washington Tacoma, ii) retain these students in STEM through student support mechanisms in the critical first two years, iii) improve student success and progress via intensive mentoring, early-entry math preparation, first-year research experience and design courses, and the Success in STEM seminar, and iv) broaden participation to promote equity and inclusion in STEM. Mentoring, early research and design experiences, and strong learning communities have been demonstrated to affect psychosocial factors such as academic motivation, STEM identity, self-efficacy, interest/awareness of bias and barriers to STEM access, and health and well-being, thereby increasing student persistence in STEM. Less is known, however, about how these factors affect first- and second-year students at minority-serving institutions, particularly for AANAPISI institutions. The PI Team hypothesizes that by providing math preparation, early research and design courses, strong learning communities, and intensive faculty mentorship, participants will experience increases in academic success, retention and academic motivation, STEM identity, self-efficacy, as compared with a representative control group. This project has the potential to advance understanding of the effectiveness of mentoring by incorporating an equity lens, coupled with community-engaged early research and design experiences to support the success of low-income students in STEM. A mixed-methods approach combining quantitative data from yearly surveys with qualitative interviews will be used to assess project outcomes. Results of this project will be made available on the team's SSTEM project webpage and social media, and presented at conferences including the Society for the Advancement of Biology Education Research and AAC&U Transforming STEM Education, and published in journals such as the Journal of Diversity in Higher Education and the Understanding Interventions Journal. 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，低收入的学生在华盛顿大学（UW）塔科马证明经济需要的保留和毕业。UW塔科马是一个亚裔美国人，美洲原住民和太平洋岛民服务机构（AANAPISI）。在七年的时间里，该项目将为48名攻读数学、环境科学、生物医学科学、信息技术、计算机科学与系统、计算机工程与系统、电气工程、机械工程或土木工程学士学位的全日制学生提供奖学金。第一次上大学的学生和第一年转学的学生将在前两年获得全额奖学金，在第三和第四年获得部分奖学金。该项目将包括一个夏季数学准备计划，旨在提高进入STEM学科。 参与者将被邀请在他们的第一年从事研究经验或基于项目的介绍设计课程。再加上可选的校内STEM生活学习社区和所需的个别教师指导，季度STEM研讨会课程的成功旨在支持学者通过小组辅导形成一个有凝聚力的社区。编程还旨在支持学生的专业发展。该项目的特点是专注于在校园的第一年和第二年的STEM前专业，并包括约40名教师的导师培训，他们将教授和指导不同的学生群体。塔科马的华盛顿大学有大量来自STEM历史上代表性不足的群体的学生;该项目旨在进一步研究如何最好地支持一年级和二年级的本科生进入STEM专业。通过在关键的前两年增加招聘和保留，该项目致力于支持多样化的学生，支持有才华和技能的专业人士进入当地劳动力市场。该项目的总体目标是提高低收入，高成就的本科生中的STEM学位完成率。具体目标是i）招募有才华的低收入学生到华盛顿塔科马大学的STEM专业，ii）在关键的前两年通过学生支持机制保留这些学生在STEM，iii）通过强化辅导，早期入学数学准备，第一年的研究经验和设计课程，以及STEM研讨会的成功，提高学生的成功和进步，（iv）扩大参与，促进STEM领域的公平和包容。指导，早期的研究和设计经验，以及强大的学习社区已被证明会影响心理因素，如学术动机，STEM身份，自我效能感，对偏见和障碍的兴趣/意识STEM访问，健康和福祉，从而提高学生在STEM的坚持性。 然而，关于这些因素如何影响少数民族服务机构，特别是AANAPISI机构的一年级和二年级学生，人们知之甚少。PI团队假设，通过提供数学准备，早期研究和设计课程，强大的学习社区和密集的教师指导，与代表性对照组相比，参与者将体验到学术成功，保留和学术动机，STEM身份，自我效能的增加。该项目有可能通过纳入公平透镜，再加上社区参与的早期研究和设计经验，以支持低收入学生在STEM中取得成功，从而促进对辅导有效性的理解。将采用一种混合方法，将年度调查的定量数据与定性访谈相结合，以评估项目成果。该项目的结果将在团队的SSTEM项目网页和社交媒体上提供，并在包括生物学教育研究促进协会和AAC U转化STEM教育在内的会议上发表，并发表在诸如高等教育多样性杂志和理解干预杂志等期刊上。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。

项目成果

ACCESS in STEM: An S-STEM Project Supporting Economically Disadvantaged STEM-Interested Students in Their First Two Years

ACCESS in STEM：一个 S-STEM 项目，为经济困难、对 STEM 感兴趣的学生提供前两年的支持

• 发表时间: 2023
• 期刊: ASEE annual conference exposition
• 作者: Cline, E;Abraham, M;Alaei, S;Dillon, H;Dinglasan-Panlilio, J;Heller, J;Kmail, Z;Lee, S;Nahmani, M
• 通讯作者: Nahmani, M