Natural Science Transfer Scholars: Natural Science Foundations for Innovation in the Data-Driven Economy

自然科学转移学者：数据驱动经济创新的自然科学基础

• 批准号: 2221177
• 负责人: Lynmarie Posey
• 金额: $ 498.68万
• 依托单位: Michigan State University
• 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: 2023-01-01 至 2028-12-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2221177&HistoricalAwards=false
• 关键词: Natural; Science; Transfer; Scholars; Foundations

This project will contribute to meeting 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 Michigan State University (MSU), Mott Community College (MCC; Flint, MI), and Washtenaw Community College (WCC; Ann Arbor, MI). Over its six-year duration, this project will fund scholarships to 50 unique full-time students at MCC and 75 unique full-time students at WCC who are pursuing associate’s degrees in STEM fields with the intent to transfer to a four-year institution to complete a bachelor’s degree in a STEM field. This project will also fund 32 unique full-time students at MSU who have transferred with 40 or more credits from a Michigan community college (CC) to complete a bachelor’s degree in the biological, mathematical, or physical sciences. First-year students at MCC and WCC will receive up to two years of scholarship support, and students transferring to MSU will receive up to three years of scholarship support. This project will promote the successful transfer of academically talented, low-income students from CCs to universities through graduation with STEM degrees by providing comprehensive academic and psychosocial support to participating students pre and post transfer. To support students in the transition from CC to the university, the project will also provide peer mentoring support and undergraduate research opportunities. The project will also augment the training of low-income CC students in the natural sciences by incorporating opportunities to build capacity to apply the methods of data science to solve problems in their disciplinary area of study, enhancing their preparation to meet new challenges and innovate in the data-driven economy. Building a sustainable recruitment effort to attract low-income students to STEM degree programs through CCs is critical to meeting STEM workforce needs in Michigan. This work will continue to strengthen the existing partnership to create a clear and transparent pathway from MCC and WCC to a STEM bachelor’s degree at MSU. This project will also explore and establish the academic, administrative, and cultural structures extending across institutional boundaries that produce effective movement of students seeking to complete a bachelor's degree in STEM. The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need through the support of the multi-institution consortium. This consortium will expand efforts to recruit talented low-income students to the STEM Scholars Program at MCC and WCC and to baccalaureate programs in the natural sciences at MSU from CCs in Michigan and will integrate support structures at the three institutions. The project also aims to enhance the capacity of students to innovate in the science and technology sector and increase their competitiveness for well-paying careers by offering opportunities to engage in data science and app development. One major goal of this project is to enhance the path for the transfer student population to a STEM bachelor’s degree to build and diversify the STEM workforce. Research will be conducted to understand which supports and experiences have significant impacts on students' successful transfer and completion of a STEM bachelor’s degree. The embedded research component of this project will address the following research questions (RQs) that focus on student self-efficacy (SE) and science identity: • RQ1: What kinds of structural supports at the CC impact a student’s transfer SE (self-efficacy to transfer from a CC to a baccalaureate institution) and degree SE (self-efficacy to graduate with a bachelor’s degree in STEM)? • RQ2: What effect do the transitional supports at the baccalaureate-granting institution have on incoming transfer students’ degree SE and science identity? • RQ3: Once a transfer student has successfully transitioned into the university, what are the key experiences they leverage to maintain their degree SE and science identity? Since SE and science identity change over time, the research will employ a mixed-methods approach using a novel Experience Sampling Method (ESM) to measure SE in-the-moment partnered with daily journal reflections where students share more about specific events. Anticipated project outcomes include increased numbers of low-income, academically-talented students transferring from MCC and WCC to 4-year institutions to pursue STEM bachelor’s degrees and high STEM degree completion rates for students awarded scholarships upon transferring to MSU from a Michigan CC. Knowledge generated by the research component of this project will offer a roadmap to developing programmatic supports to build CC and transfer student SE and science identity for use by other institutions. The Center for Education Design, Evaluation, and Research (University of Michigan) will provide formative and summative evaluation of process and outcomes using qualitative and quantitative methods to assess: 1) program impact through comparison with matched control groups of transfer and native students, 2) student perceptions of data-driven science as a promising pathway 3) progress toward benchmarks, and 4) post-graduation outcomes. External evaluation will also document project activities and participation, implementation strategies, and contextual factors and identify best practices. Best practices and outcome data will be shared with S-STEM communities promoting transfer student success. Dissemination of research results to the broader STEM education research community will occur through research presentations and publications for communities such as the Council for the Study of Community Colleges, the National Association for Research in Science Teaching, and the Physics Education Research community. 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.

该项目将通过支持密歇根州立大学（MSU）、莫特社区学院（MCC，弗林特，密歇根州）和华盛顿社区学院（WCC，密歇根州安娜堡，密歇根州）中表现出经济需求的优秀低收入家庭学生的保留和毕业，为满足国家对受过良好教育的科学家、数学家、工程师和技术人员的需求做出贡献。在为期六年的时间里，该项目将为50名MCC的全日制学生和75名WCC的全日制学生提供奖学金，这些学生正在攻读STEM领域的副学士学位，并打算转到四年制大学完成STEM领域的学士学位。该项目还将资助32名密歇根州立大学的全日制学生，他们从密歇根州社区学院（CC）转学40个或更多学分，以完成生物，数学或物理科学学士学位。MCC和WCC的一年级学生将获得最多两年的奖学金支持，转到密歇根州立大学的学生将获得最多三年的奖学金支持。该项目将通过为参与项目的学生在转学前和转学后提供全面的学术和社会心理支持，促进有学术天赋的低收入学生成功从CCs转学到大学，并获得STEM学位。为了支持学生从CC过渡到大学，该项目还将提供同伴指导支持和本科生研究机会。该计划亦会加强对低收入CC学生在自然科学方面的培训，为他们提供机会，培养他们运用数据科学方法解决所学学科领域的问题的能力，加强他们在数据驱动的经济中迎接新挑战和创新的准备。建立可持续的招聘工作，通过cc吸引低收入学生攻读STEM学位课程，对于满足密歇根州的STEM劳动力需求至关重要。这项工作将继续加强现有的合作伙伴关系，为从MCC和WCC到密歇根州立大学STEM学士学位创造一条清晰透明的途径。该项目还将探索和建立跨越机构边界的学术、行政和文化结构，以产生寻求完成STEM学士学位的学生的有效运动。该项目的总体目标是通过多机构联盟的支持，提高低收入、成绩优异、有经济需求的本科生的STEM学位完成率。该联盟将扩大努力，招收有才华的低收入学生参加MCC和WCC的STEM学者项目，以及密歇根州立大学的自然科学学士学位项目，并将整合这三所机构的支持结构。该项目还旨在通过提供从事数据科学和应用程序开发的机会，提高学生在科技领域的创新能力，提高他们在高薪职业中的竞争力。该项目的一个主要目标是加强转学生群体获得STEM学士学位的途径，以建立和多样化STEM劳动力。将进行研究，以了解哪些支持和经历对学生成功转学和完成STEM学士学位有重大影响。本项目的嵌入式研究部分将解决以下关注学生自我效能感（SE）和科学认同的研究问题（RQs）：•RQ1: CC的哪些结构支持会影响学生的转移SE（从CC转到学士学位机构的自我效能感）和学位SE（获得STEM学士学位毕业的自我效能感）？•RQ2：学士学位授予机构的过渡支持对即将到来的转学生的学位SE和科学身份有什么影响？•RQ3：一旦转学生成功地过渡到大学，他们利用什么关键经验来保持他们的学位SE和科学身份？由于SE和科学身份随着时间的推移而变化，该研究将采用一种混合方法，使用一种新颖的经验抽样方法（ESM）来测量SE，并与学生分享更多特定事件的日常日记反思相结合。预计项目成果包括增加低收入、从MCC和WCC转学到四年制大学攻读STEM学士学位的学术天才学生，以及从密歇根大学CC转学到密歇根州立大学获得奖学金的学生的高STEM学位结业率。该项目研究部分产生的知识将为开发项目支持提供路线图，以建立CC和转学学生的SE和科学身份，供其他机构使用。教育设计、评估和研究中心（密歇根大学）将使用定性和定量方法对过程和结果进行形成性和总结性评估，以评估：1)通过与匹配的转移学生和本地学生对照组的比较，项目影响；2)学生对数据驱动科学作为有前途的途径的看法；3)迈向基准的进展；4)毕业后的成果。外部评估还将记录项目活动和参与、实施策略和上下文因素，并确定最佳实践。最佳实践和结果数据将与S-STEM社区分享，促进转学生的成功。研究成果将通过社区学院研究委员会、国家科学教学研究协会和物理教育研究社区等社区的研究报告和出版物传播到更广泛的STEM教育研究社区。该项目由美国国家科学基金会的科学、技术、工程和数学奖学金项目资助，旨在增加有经济需求的低收入学术天才学生在STEM领域获得学位的人数。它还旨在改善未来STEM工作者的教育，并为低收入学生提供有关学业成功、留校、转学、毕业和学术/职业道路的知识。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。