Empowering Low-Income Students through High Impact Practices to Achieve Academic and Professional Success in Engineering

该项目将通过支持加州大学圣地亚哥分校、帝国谷学院和西南学院有经济需要的高成就低收入学生的保留和毕业，为满足全国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。加州大学圣地亚哥分校是一所公立研究型大学，也是一所新兴的西班牙裔服务机构（HSI）。帝国谷学院和西南学院是两年制的社区学院，是公认的hsi。在5年的时间里，该项目将为大约185名攻读工程学士学位和副学士学位的学生提供370个学生年的全日制奖学金。在接收院校转学的学生将获得两年的奖学金。该项目侧重于以证据为基础的高影响力实践，研究转学生在进入两年制和四年制院校之前、期间和之后所经历的过渡体验。除了在经济上支持这些有需要的学生之外，这项工作的主要意义在于实施、评估并最终分享一个基于Schlossberg的过渡理论的模式教育框架。这些转校生经历了频繁而富有挑战性的转变，他们将得到丰富活动的支持，包括导师指导、暑期编程、研究机会以及学年技术和专业研讨会。这个项目的总体目标是提高低收入、成绩优异、有经济需要的本科生的工程学位完成率。转学生在获得STEM学位的过程中所面临的挑战必须得到更好的理解。进入、通过和退出各自机构的每一个过渡步骤都需要有针对性的支持和指导。该项目旨在评估转学生所经历的各种转变，并适当地进行干预，利用计划好的学年和暑期项目作为提供必要支持的工具。从这个项目中得到的方法和结果将通过会议报告和期刊出版物分享。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。

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 California San Diego, Imperial Valley College, and Southwestern College. University of California San Diego is a public research university and an emerging Hispanic Serving Institution (HSI). Imperial Valley College and Southwestern College are 2-year community colleges and fully recognized HSIs. Over its 5 year duration, this project will fund 370 student-years of full-time scholarships to approximately 185 unique students who are pursuing associate’s and bachelor’s degrees in engineering. Transfer-track students at their host institution will receive 2-year scholarships. This project focuses evidence-based high-impact practices on the transition experience endured by transfer students before, during, and after their engagements with 2-year and 4-year institutions. The major significance of this work, beyond financially supporting these students in need, will be implementing, assessing, and ultimately sharing a model educational framework grounded in Schlossberg’s Transition Theory. The transfer students, who undergo frequent and challenging transitions, will be supported with enrichment activities including mentorship, summer programming, research opportunities, and academic year technical and professional workshops.The overall goal of this project is to increase Engineering degree completion of low-income, high-achieving undergraduates with demonstrated financial need. The challenges faced by transfer students on their journey toward a STEM degree must be better understood. Each transitional step, in, through, and out of their respective institutions requires well-directed support and guidance. This project aims to evaluate the diverse transitions experienced by transfer students and to intervene appropriately, using planned academic year and summer programming as vehicles to deliver the necessary support. Methodologies and results derived from this project will be shared through conference presentations and 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.