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.

该项目将通过支持华盛顿大学（UW）塔科马大学（UW）塔科马大学（UW）的高成就，低收入学生的保留和毕业，以支持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求。 UW Tacoma是亚裔美国人，美洲原住民和太平洋岛民服务机构（AANAPISI）。该项目在七年期间，将资助奖学金48个独特的全日制学生，他们正在攻读数学，环境科学，生物医学科学，信息技术，计算机科学和系统，计算机工程和系统，电气工程，机械工程或土木工程的学士学位。首次大学生和一年级转学学生将获得头两年的全部奖学金，并获得第三年和第四年的部分奖学金。该项目将包括夏季数学准备计划，旨在增强进入STEM学科的进入。将邀请详细信息在第一年参与研究经验或基于项目的设计课程介绍。再加上可选的校园内生活学习社区和需要个人教师指导的季度成功，旨在通过小组指导来支持学者，以支持凝聚力的社区。编程还旨在支持学生进行专业发展。该项目在校园的第一年和第二年中的重点关注的是前专业专业的特色，其中包括大约40名教职员工的训练培训，他们将教学和心理潜水员的学生人数。华盛顿大学塔科马大学的学生人数众多的学生人数不足。该项目旨在进一步研究如何在进入STEM专业的一年级本科生中最好地支持他们。通过增加招聘和保留在最初的两年中，该项目努力支持潜水员学生，支持才华横溢和熟练的专业人员进入当地劳动力。该项目的总体目标是增加低收入，高成就的不足培训的人的STEM学位完成，这证明了经济需要。 i）i）招募的低收入学生在华盛顿塔科马大学（University of Washington Tacoma）招募专业的学生，​​ii）在关键的头两年中，通过学生支持机制将这些学生保留在STEM中；已经证明，指导，早期的研究和设计经验以及强大的学习社区会影响社会心理因素，例如学术动机，STEM认同，自我效能感，对偏见和对STEM进入的兴趣/意识以及健康和福祉，从而增加了学生对STEM的坚持。然而，关于这些因素如何影响少数族裔服务机构的一年级学生，特别是对于Aanapisi机构，鲜为人知。 PI团队假设，通过提供数学准备，早期的研究和设计课程，强大的学习社区和密集的教师心态，与代表性对照组相比，参与者将经历学术成功，保留和学术动机，STEM身份，自我效益的增加。该项目有可能通过增加股权镜头来提高对心态的有效性的理解，再加上社区参与的早期研究和设计经验，以支持STEM中低收入学生的成功。将年度调查中的定量数据与定性访谈相结合的混合方法方法将用于评估项目结果。该项目的结果将在团队的系统项目网页和社交媒体上提供，并在包括生物学教育研究协会和AAC＆U转化STEM教育的会议上介绍，并在《高等教育多样性杂志》等期刊上发表。该项目由NSF在科学，技术，工程和数学计划方面的奖学金提供资金，该计划旨在增加具有在STEM领域获得学位的经济需求的低收入学术才华的学生的数量。它还旨在改善未来STEM工人的教育，并为低收入学生的学术成功，保留，转移，毕业以及学术/职业途径提供知识。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛的影响来评估的珍贵的支​​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