It Takes a Village: Communities Leveraged to Advance Scholars' Success

举全村之力：利用社区来促进学者的成功

• 批准号: 2221574
• 负责人: Louise Wrensford
• 金额: $ 150万
• 依托单位: Albany State University
• 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: 2022-10-15 至 2028-09-30
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2221574&HistoricalAwards=false
• 关键词: Takes; Village; Communities; Leveraged; Advance

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 Albany State University (ASU), a Historically Black Institution located in Southwest Georgia. The mission of ASU is to prepare students to be effective contributors to a globally diverse society. True to its mission, ASU serves students who have the academic requirements to move into programs awarding baccalaureate degrees and those whose academic preparation may be missing some credentials expected of students gaining admission to bachelor of science (BS) degree programs. Recognizing the impact of financial aid and an ecosystem of academic and co-curricular student supports on student success, this project will fund scholarships of $10,000 per year to 24 unique full-time students in biology, chemistry, and forensic science over the six-year duration of the project. Drawing on the strengths of the community, institution, faculty, students, and alumni, the project will build upon and leverage existing and new academic and co-curricular systems of student supports that have been found to contribute to student success (e.g., retention, achievement, and graduation). Project components are designed to build and sustain students’ sense of community (belongingness) that has been found to support student success. The project includes a two-semester First Year Experience, course-linked learning communities, service-learning, undergraduate research, faculty professional development, Early Alert Programs, Academic Advising, Academic Support Services, integration of high impact practices into the curricular and non-curricular activities, peer-faculty-alumni mentoring, monthly cohort meetings, and student attendance at conferences/professional meetings. A unique component of the second-semester First Year Experience is a focus on science communication. Based on the composition of the student population, successful graduates will add to the diversity of the STEM-oriented workforce and the diversity of students in graduate studies in STEM. The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduate students with demonstrated financial need. Specifically, the overall goal is to recruit, retain, and graduate academically talented students majoring in Biology, Chemistry, and Forensic Science. Specific objectives are (1) to increase diversity of the STEM workforce; (2) retain 90% of scholars from Year 1 to Year 2; (3) produce an overall 4-year graduation rate of 85% of the scholars; (4) result in 75% of the scholars advancing to the workforce or graduate studies; and (5) generate knowledge of (a) the impact of the First Year Experience on students’ sense of belonging and science identity and (b) the degree to which alumni and faculty mentoring are effective in improving scholars’ academic and career self-efficacy and scholars' pursuit of careers in STEM. Project findings will be disseminated both regionally and nationally, with a specific focus on rural institutions. A process and objectives oriented mixed methods comparison evaluation will investigate the implementation of project activities and the impact of those activities on expected outcomes. This project is funded by the 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 ear 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.

该项目将通过支持奥尔巴尼州立大学（位于乔治亚州西南部的一所历史悠久的黑人大学）中表现出经济需求的高成就低收入学生的保留和毕业，为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。亚利桑那州立大学的使命是培养学生成为全球多元化社会的有效贡献者。忠于其使命，亚利桑那州立大学为那些有学术要求的学生提供服务，以进入授予学士学位的课程，以及那些学术准备可能缺少一些学生获得理学学士学位课程所需的证书的学生。认识到经济援助以及学术和课外学生支持生态系统对学生成功的影响，该项目将在六年的项目期间为24名生物学、化学和法医学专业的全日制学生提供每年1万美元的奖学金。利用社区、机构、教师、学生和校友的优势，该项目将建立并利用现有的和新的学生支持的学术和课外系统，这些系统已被发现有助于学生的成功（例如，保留、成绩和毕业）。项目组成部分旨在建立和维持学生的社区意识（归属感），这种归属感已被发现可以支持学生的成功。该项目包括两个学期的第一年体验、与课程相关的学习社区、服务学习、本科研究、教师专业发展、早期预警计划、学术咨询、学术支持服务、将高影响力实践融入课程和非课程活动、同行教师校友指导、月度队列会议和学生出席会议/专业会议。第二学期“第一年体验”的一个独特组成部分是关注科学传播。根据学生人数的构成，成功的毕业生将增加STEM导向劳动力的多样性，以及STEM研究生学习学生的多样性。该项目的总体目标是提高有经济需求的低收入、成绩优异的本科生的STEM学位完成率。具体来说，总体目标是招收、留住和毕业在生物学、化学和法医学专业有学术天赋的学生。具体目标是(1)增加STEM劳动力的多样性；(2)保留第一年至第二年90%的学者；(3)四年毕业率达到85%；(4)使75%的学者进入职场或研究生学习；(5)了解(a)第一年体验对学生归属感和科学认同感的影响，以及(b)校友和教师指导在提高学者的学术和职业自我效能以及学者追求STEM职业方面的有效程度。项目结果将在区域和全国范围内传播，并特别注重农村机构。以过程和目标为导向的混合方法比较评价将调查项目活动的执行情况以及这些活动对预期结果的影响。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，该项目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。