Improving Engineering Student Success for a Diverse Student Population

提高不同学生群体的工程专业学生的成功率

基本信息

  • 批准号:
    2221153
  • 负责人:
  • 金额:
    $ 74.88万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2023
  • 资助国家:
    美国
  • 起止时间:
    2023-03-15 至 2029-02-28
  • 项目状态:
    未结题

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 Grand Canyon University. To realize this goal the institution will rely on its strong and trusted presence as a community leader among nearby local school districts that serve high-potential, low-income students. Over its 6-year duration, this project will fund scholarships to 12 unique full-time students who are pursuing bachelor’s degrees in Engineering or Engineering Technology. These first-year students will receive 4-year scholarships. This project aims to increase student retention and persistence in engineering by linking scholarships with mentoring and community-building activities to support students from different cultural backgrounds. The goal is to create learning communities that meet the needs of all populations and help diverse populations to thrive in engineering. Faculty mentors will be trained in the application of mentoring approaches that will support students coming from different cultural backgrounds. Further, the scholars will have a dedicated collaborative space on campus in which scholars can mingle, socialize, study, and hold seminars. This space will be located close to classrooms and faculty so that students can find community and social supports, build relationships with peers and faculty, and receive more structured mentoring and training. Because Grand Canyon University enrolls a highly diverse student population, this project has the potential to broaden participation in the engineering workforce and advance knowledge about the impact of mentoring approaches on student success in engineering for a diverse student population.The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need. This project will assess the effectiveness of multicontextuality-centered mentoring, co-curricular experiences, and the collaborative space on student performance, retention, and learning outcomes. The multicontext intervention model used in this project can help address issues within academic cultures that affect student enrollment and completion to improve student success in engineering. This model has specific contextual components for both guiding and measuring change in academic units. Historically, this model has been applied successfully for underrepresented minority and female scholars but its applicability for socioeconomic diversity warrants further study. This project will investigate whether multicontextual approaches can support low-income students and which components are most effective in helping students succeed. A concurrent mixed-methods approach will be used to evaluate project outcomes including qualitative assessments of project meetings, focus groups, and surveys as well as quantitative data for activities such as collaborative space utilization, courses taken, and GPAs. Project results will be made available to university stakeholders via faculty and staff development seminars. The project team will disseminate project outcomes to the engineering education community through presentations at national conferences such as the American Society for Engineering Education and peer-reviewed journal publications. 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,低收入的学生在大峡谷大学证明经济需要的保留和毕业。为了实现这一目标,该机构将依靠其强大和值得信赖的存在,作为附近当地学区的社区领导者,为高潜力,低收入学生提供服务。在6年的时间里,该项目将为12名攻读工程或工程技术学士学位的全日制学生提供奖学金。这些一年级的学生将获得为期四年的奖学金。该项目旨在通过将奖学金与辅导和社区建设活动联系起来,以支持来自不同文化背景的学生,从而提高学生对工程的保留和坚持。我们的目标是创建满足所有人群需求的学习社区,并帮助不同人群在工程中茁壮成长。教师导师将接受培训,以应用辅导方法,支持来自不同文化背景的学生。此外,学者们将在校园里有一个专门的协作空间,学者们可以在其中交流,社交,学习和举办研讨会。这个空间将位于靠近教室和教师,使学生可以找到社区和社会支持,建立与同龄人和教师的关系,并接受更结构化的指导和培训。由于大峡谷大学招收了高度多样化的学生群体,该项目有可能扩大工程劳动力的参与,并推进对不同学生群体的指导方法对学生工程成功的影响的认识。该项目的总体目标是提高低收入,高成就的本科生的STEM学位完成率。该项目将评估多情境为中心的指导,共同课程的经验,和学生的表现,保留和学习成果的协作空间的有效性。本项目中使用的多背景干预模型可以帮助解决学术文化中影响学生入学和完成的问题,以提高学生在工程方面的成功。该模型具有特定的上下文组件,用于指导和测量学术单位的变化。从历史上看,这一模式已成功地应用于代表性不足的少数民族和女性学者,但其适用性的社会经济多样性值得进一步研究。这个项目将调查是否多背景的方法可以支持低收入家庭的学生,哪些组件是最有效的帮助学生成功。将采用并行混合方法评估项目成果,包括对项目会议、焦点小组和调查的定性评估,以及协作空间利用、所修课程和GPA等活动的定量数据。项目结果将通过教师和工作人员发展研讨会提供给大学的利益相关者。项目小组将通过在美国工程教育学会等国家会议上的演讲和同行评审的期刊出版物向工程教育界传播项目成果。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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