Research-based Interventions for STEM Engagement

基于研究的 STEM 参与干预措施

• 批准号: 2221350
• 负责人: Daniel Asunskis
• 金额: $ 149.99万
• 依托单位: Black Hills 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: 2023-02-01 至 2029-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2221350&HistoricalAwards=false
• 关键词: Research; based; Interventions; STEM; Engagement

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 Black Hills State University. Black Hills State University is a rural-serving institution with 36% of undergraduates eligible for Pell grants. Over its six-year duration, this project will fund scholarships to 24 unique students who are pursuing bachelor’s degrees in biology, chemistry, environmental physical science, mathematics, and physical science. Participants will be awarded scholarships as entering first-year students and receive four years of support. In addition to scholarships, students will be provided with Faculty Mentoring, Learning Communities (co-enrolled courses and co-location in residence halls), Embedded Tutoring/Peer Instruction, Undergraduate Research Experiences, and a new STEM Pathways Course focused on preparing for graduate school and STEM careers. BHSU faculty will attend a Mobile Summer Institute facilitated by the National Institute on Scientific Teaching to help them integrate active problem solving and high-impact practices into their instruction. Rooted in best practices, project activities will not only prepare students with relevant skills and experiences, but will also foster self-efficacy and STEM identity, which have been shown to increase the likelihood that students will persist, graduate, and enter the STEM workforce. Participants should benefit personally from the support offered by the project, and they will also contribute to the success and resilience of research teams they join later in life.The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need. There are five specific objectives: 1) To increase the persistence and graduation rates among low-income students in STEM; 2) To increase low-income students’ performance in gateway courses in STEM; 3) To increase low-income students’ self-efficacy, STEM identity and sense of belonging in STEM; 4) To increase the number of low-income students who obtain employment in high-demand STEM careers or enroll in graduate school; 5) To evaluate interventions for efficacy, institutionalizing those that are successful and disseminating results to the wider STEM community. A STEM educational researcher will be part of the project leadership team and will work with the PI and external evaluator to determine impacts of the proposed interventions on the BHSU student population with an eye toward institutionalization. Interventions such as faculty mentoring and undergraduate research have been widely studied. The team anticipates these will meet with success, though formative and summative evaluation will still be conducted to understand nuances specific to BHSU. An examination of new interventions, such as the STEM Pathways course, will provide an opportunity to add to the body of knowledge about postsecondary STEM education. The team will share results broadly within the STEM education community through publications and presentations so that other small, rural, primarily undergraduate institutions can adapt and implement these interventions on their own campuses. 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.

该项目将通过支持布莱克山州立大学有经济需求的高成就、低收入学生的保留和毕业，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。 布莱克山州立大学是一所农村服务机构，36% 的本科生有资格获得佩尔助学金。该项目为期六年，将为 24 名正在攻读生物学、化学、环境物理科学、数学和物理科学学士学位的独特学生提供奖学金。参与者将作为一年级学生获得奖学金，并获得四年的支持。除奖学金外，学生还将获得教师指导、学习社区（共同注册课程和宿舍合用）、嵌入式辅导/同伴指导、本科生研究经验以及专注于为研究生院和 STEM 职业做好准备的新 STEM 衔接课程。 BHSU 教师将参加由国家科学教学研究所主办的移动暑期学院，帮助他们将积极解决问题和高影响力的实践融入到教学中。植根于最佳实践的项目活动不仅能让学生具备相关技能和经验，还能培养自我效能感和 STEM 认同感，事实证明，这可以增加学生坚持、毕业和进入 STEM 劳动力队伍的可能性。参与者个人应该从该项目提供的支持中受益，他们还将为以后加入的研究团队的成功和韧性做出贡献。该项目的总体目标是提高有经济需求的低收入、成绩优异的本科生完成 STEM 学位的数量。有五个具体目标：1）提高低收入家庭学生对 STEM 的坚持和毕业率； 2) 提高低收入学生在 STEM 入门课程中的表现； 3）提高低收入学生的自我效能感、STEM认同感和STEM归属感； 4) 增加低收入学生在高需求的 STEM 职业中就业或进入研究生院的数量； 5) 评估干预措施的有效性，将成功的干预措施制度化，并向更广泛的 STEM 社区传播结果。 STEM 教育研究人员将成为项目领导团队的一部分，并将与 PI 和外部评估员合作，确定拟议干预措施对 BHSU 学生群体的影响，着眼于制度化。教师指导和本科生研究等干预措施已得到广泛研究。该团队预计这些将取得成功，但仍将进行形成性和总结性评估，以了解 BHSU 特有的细微差别。对新干预措施（例如 STEM 衔接课程）的检查将为补充中学后 STEM 教育的知识体系提供机会。该团队将通过出版物和演示文稿在 STEM 教育界广泛分享成果，以便其他小型、农村、本科院校能够在自己的校园中适应和实施这些干预措施。 该项目由 NSF 科学、技术、工程和数学奖学金项目资助，该项目旨在增加具有经济需求的低收入学术天才学生获得 STEM 领域学位的数量。它还旨在改善未来 STEM 工作者的教育，并产生有关低收入学生的学业成功、保留、转学、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。