Networking and Computing: Scholarships and Support for Computing Students

网络和计算：为计算机学生提供奖学金和支持

• 批准号: 2221585
• 负责人: Arshia Khan
• 金额: $ 75万
• 依托单位: University of Minnesota Duluth
• 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=2221585&HistoricalAwards=false
• 关键词: Networking; Computing; Scholarships; Support; Students

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 the University of Minnesota at Duluth. Over its 6-year duration, this project will fund scholarships to 19 unique full-time students who are pursuing bachelor’s degrees in Computer Science, with first year students receiving 4 years of scholarship support. The project aims to increase students’ 4-year degree completion in computer science and to connect them with careers that are aligned with their interests and goals, and that they find satisfying and meaningful. The project links scholarship support with effective support activities including peer mentoring, discipline specific networking opportunities and skill development, undergraduate research, participation in national and international professional conferences, and financial literacy support. With the help of mentors, students will continue to build a sense of belonging and professional identity and will engage in career exploration to facilitate their degree completion and transition into the labor market. The project will also support enhanced mentor training for all peer, computer science faculty, and computer science industry professional mentors, and increased academic support aimed at improving first-year student retention in computer science. Because the University of Minnesota at Duluth has a high population of women, as well as Native Americans and students from other underrepresented groups, this project has the potential to broaden participation in STEM fields and to learn how increasing students’ sense of belonging, professional identity, and networking capabilities support the retention and graduation of this student population.The overall goal of this project is to increase STEM degree completion of low-income, high- achieving undergraduates with demonstrated financial need. There are three specific aims: 1) to increase retention and graduation to 90 percent among computer science students participating in the project, 2) to assist students to attain a computer science job matching their interests and goals, find a rewarding career, and achieve social mobility after graduation, and 3) to generate new knowledge about factors that will increase students' sense of belonging, professional identity, and networking capabilities. It is generally known that mentoring, undergraduate research, and networking can positively affect student persistence in STEM. However, little is known about how each of these affect student persistence for low-income, academically talented students in computer science, especially when offered via a tiered, developmentally keyed program that is buttressed by mentorship training for peer, faculty, and industry professional mentors. The project will investigate how these factors correspond to students’ sense of belonging, professional identity, and networking capabilities and how these factors in turn correspond to student persistence and entry into the field. This project has the potential to advance the understanding of mechanisms that increase low-income students’ graduation and entry into the computer science field, and to develop new knowledge that will inform the broader national STEM education community. The project will be evaluated using a mixed methods approach using information from surveys, focus groups, and institutional data regarding student participation. Results of this project will be made available via presentations at scientific conferences, articles published in scientific and educational journals, the project website, social media, and presentations on campuses and in community forums. 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.

该项目将通过支持明尼苏达大学德卢斯大学（University of Minnesota of Duluth）的高分，低收入学生的保留和毕业，这将促进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。在其6年的持续时间内，该项目将为攻读计算机科学学士学位的19个独特的全日制学生提供奖学金，其中一年级学生获得了4年的奖学金支持。该项目旨在提高学生在计算机科学方面的4年学位完成，并将他们与与他们的兴趣和目标保持一致的职业联系，并感到满足和有意义。该项目将奖学金支持与有效的支持活动联系起来，包括同伴心理，特定的网络机会和技能发展，本科研究，参加国家和国际专业会议以及金融素养支持。在导师的帮助下，学生将继续建立一种归属和专业身份的感觉，并将从事职业探索，以支持他们的学位完成并过渡到劳动力市场。该项目还将为所有同行，计算机科学教师和计算机科学行业专业导师提供增强的导师培训，并增加旨在改善计算机科学一年级学生保留的学术支持。因为德卢斯大学明尼苏达大学的女性人数众多，美洲原住民和来自其他代表性不足的群体的学生，该项目有可能扩大参与STEM领域的参与，并学习增加学生的归属感，专业身份和网络能力的增长，从而增强了该项目的整体阶段。财务需求。有三个具体的目的：1）将参与该项目的计算机科学专业的学生提高保留率和毕业的90％，2）帮助学生获得与他们的兴趣和目标相匹配的计算机科学工作，找到有意义的职业，并在毕业后实现社会流动性，以及3），以产生有关将会提高学生意识的新知识，这些因素会增加学生的属于属于学生的意识，职业认同和网络能力。众所周知，心理，本科研究和网络可以积极影响STEM学生的持久性。但是，对于这些在计算机科学领域的低收入，有才华的学生的学生的持久性知之甚少，尤其是当通过一个分层，开发的钥匙计划提供时，该计划受到了对同伴，教职员工和行业专业导师的指导培训的支持。该项目将调查这些因素与学生的归属感，专业身份和网络能力的感觉，以及这些因素又与学生的持久性和进入该领域相对应。该项目有可能提高人们对增加低收入学生毕业并进入计算机科学领域的机制的理解，并开发新知识，从而为更广泛的国家STEM教育社区提供信息。将使用调查，焦点小组和有关学生参与的机构数据的信息使用混合方法方法对该项目进行评估。该项目的结果将通过科学会议，科学会议上发表的文章，科学和教育期刊上发表的文章，项目网站，社交媒体以及校园和社区论坛上的演讲提供。该项目由NSF在科学，技术，工程和数学计划方面的奖学金提供资金，该计划旨在增加具有证明经济需求的低收入学术才华的学生人数，他们在STEM领域获得了学位。它还旨在改善未来STEM工人的教育，并为低收入学生的学术成功，保留，转移，毕业以及学术/职业途径提供知识。该奖项反映了NSF的法定任务，并被认为是通过基金会的知识分子优点和更广泛的影响来评估的珍贵的支​​持。