Improving Educational Outcomes at Two-Year Colleges through Mentorship, Support Services, and Equitable Classroom Practices
通过指导、支持服务和公平的课堂实践改善两年制大学的教育成果
基本信息
- 批准号:2130457
- 负责人:
- 金额:$ 149.34万
- 依托单位:
- 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:2022-04-01 至 2028-03-31
- 项目状态:未结题
- 来源:
- 关键词:
项目摘要
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 College of the Canyons. As a two-year, Hispanic Serving Institution (HSI) located in Southern California, the College seeks to increase enrollment and graduation rates among STEM majors within student populations that are underrepresented in their participation in STEM fields of study, including Black, Latinx, female, first-generation, English language learner, and low-income groups. Over its six-year duration, the project will fund scholarships to 100 unique full-time students pursuing associate degrees in Biology, Biological Sciences, Computer Science, Engineering, Environmental Science, Mathematics, and Physics. Academically talented STEM students who complete scholarship applications and demonstrate financial need will receive two-year scholarships. The project builds upon the College’s successful Mathematics, Engineering, and Science Achievement (MESA) program to provide STEM students with access to academic, social, and cultural capital. One of this project’s distinguishing features is well-defined mentoring relationships between students and faculty aimed to increase student engagement in STEM coursework and career exploration. Faculty will also engage in activities designed to help them create inclusive learning environments that lead to culturally responsive and equitable STEM classrooms. The project team hypothesizes that these additional supports will promote the development of positive STEM-related identities among students and thereby improve retention, transfer, and success rates. This project has the potential to broaden STEM participation among College of the Canyons’ large underrepresented and disadvantaged student population. To enhance retention, transfer, and success rates in STEM among underrepresented populations, this project will explore the impact of meaningful student-faculty mentorships and culturally responsive classrooms in two-year institutions. The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need. The project will create and embed a framework for enabling meaningful faculty-student mentorships within the context of a two-year institution, and empower faculty to incorporate equitable and culturally-responsive teaching elements into their STEM classrooms. The project will investigate the impact campus-wide of these interventions on the retention and success of students who remain underrepresented in STEM. The knowledge gained will advance the understanding of how to successfully apply these concepts within the scope of a two-year college setting while emphasizing diversity, equity, and inclusion. The anticipated outcomes include an increase in retention rates of STEM students from underrepresented backgrounds, higher rates of graduation and transfer of STEM students to four-year institutions, the inclusion of more equitable and supportive educational practices, and the upscaling of student support services by coordinating with MESA and other programs. College of the Canyons will use both qualitative and quantitative measures to evaluate and monitor persistence, retention, graduation, and transfer rates for scholarship recipients and the general STEM student body. The College seeks to disseminate the project’s findings to other institutions through the What Works Clearinghouse and other media including electronic news media, journals, news articles, STEM industry publications, social media, print publications, and conference presentations. 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求,通过支持高成就,低收入学生的保留和毕业,证明在大学的经济需要。作为一个为期两年的,西班牙裔服务机构(HSI)位于南加州,该学院旨在提高学生人口中的STEM专业的入学率和毕业率,这些学生在STEM研究领域的参与中代表性不足,包括黑人,拉丁裔,女性,第一代,英语学习者和低收入群体。在六年的时间里,该项目将为100名攻读生物学、生物科学、计算机科学、工程学、环境科学、数学和物理学副学士学位的全日制学生提供奖学金。完成奖学金申请并证明经济需要的学术天才STEM学生将获得两年奖学金。该项目建立在学院成功的数学,工程和科学成就(梅萨)计划的基础上,为STEM学生提供获得学术,社会和文化资本的机会。该项目的显着特点之一是学生和教师之间明确的指导关系,旨在提高学生参与STEM课程和职业探索。教师还将参与旨在帮助他们创造包容性学习环境的活动,从而实现文化敏感和公平的STEM课堂。项目团队假设,这些额外的支持将促进学生积极的STEM相关身份的发展,从而提高保留,转移和成功率。该项目有可能扩大STEM参与的大学的学生人数不足和弱势群体。为了提高代表性不足的人群中STEM的保留,转移和成功率,该项目将探索有意义的学生-教师指导和文化响应教室在两年制机构中的影响。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。该项目将创建和嵌入一个框架,使有意义的师生辅导在一个为期两年的机构的背景下,并授权教师将公平和文化响应的教学元素纳入他们的干课堂。该项目将调查这些干预措施对在STEM中仍然代表性不足的学生的保留和成功的影响。所获得的知识将促进对如何在两年制大学环境范围内成功应用这些概念的理解,同时强调多样性,公平性和包容性。预期成果包括来自代表性不足背景的STEM学生的保留率提高,STEM学生毕业和转入四年制院校的比率提高,纳入更公平和支持性的教育实践,以及通过与梅萨和其他计划协调来扩大学生支持服务。该学院将使用定性和定量的措施来评估和监测奖学金获得者和一般STEM学生的持续性,保留,毕业和转移率。该学院旨在通过什么作品交换所和其他媒体,包括电子新闻媒体,期刊,新闻文章,STEM行业出版物,社交媒体,印刷出版物和会议演示文稿,向其他机构传播该项目的研究结果。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
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