Scholarships for Success: Husky Pathways for Academic Wellness and Success

该项目将通过支持密歇根理工大学（Michigan Technological University）表现出经济需求的高成就、低收入家庭学生的保留和毕业，为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。密歇根理工大学是一所以科学、技术、工程和数学为重点的高研究活动机构，位于密歇根州北部半岛的农村地区，约有7000名学生。在为期6年的时间里，该项目将为46名攻读应用物理、工程和计算机科学学士学位和加速硕士学位的全日制学生提供奖学金。一年级学生将获得四年奖学金；额外的毕业奖学金将颁发给攻读加速硕士学位的四年级学生。该项目旨在促进yoso文化财富模型中确定的六种不同类型社会资本的专业和个人成长，同时支持元认知技能和学者对STEM的归属感。具体的项目活动将包括夏季桥梁机会，旨在培养自我意识的第一年体验，持续的职业咨询和校友导师联系，沉浸式海外学习的选择，以及进行本科研究的机会。最终，学生经济支持与社会资本资源的结合将使有才华的低社会经济背景的学生成为成功的世界级科学家和工程师。该项目的总体目标是提高有经济需求的低收入、高成就本科生的STEM学位完成率。在密歇根理工大学的工程、计算机和物理专业，60%的佩尔学生在六年内成功毕业，而非佩尔学生的这一比例为71%。该项目将提升学生的文化资产，增加他们的归属感和保留感，使佩尔学生的毕业率与非佩尔学生的毕业率相当。采用以资产为基础的方法，利用现有的课程自主创作，让学生坐在驾驶座上，确定和规划自己的发展道路，学生将制定出发展社会资本的策略，这些社会资本对于在学术体系中导航和取得成功至关重要。项目活动将通过参与行动研究进行评估和改进，让STEM学者作为共同研究人员参与，并认可他们在自己生活经历中的专业知识。评估将指导项目修订，以便学生学者为未来的实践提供信息。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 Michigan Technological University. Michigan Tech is a Science, Technology, Engineering, and Math-focused high-research activity institution with approximately 7000 students, located in the rural upper peninsula of Michigan. Over its six-year duration, this project will fund scholarships to 46 unique full-time students who are pursuing bachelor’s degrees and accelerated master’s degrees in applied physics, engineering and computer science. First-year students will receive four-year scholarships; additional finishing scholarships will be awarded to fourth-year students pursuing an accelerated master’s degree. This project aims to foster professional and personal growth in six distinct types of social capital identified in Yosso’s Cultural Wealth Model while also supporting metacognition skills and scholars’ sense of belonging in STEM. Specific project activities will include a summer bridge opportunity, a first-year experience designed to develop self-awareness, continual career counseling and alumni mentor connections, an option for immersive study abroad, and opportunities to perform undergraduate research. Ultimately, the coupling of student financial support with social capital resources will prepare talented low-socioeconomic students to enter the workforce as successful world-class scientists and engineers. The overall goal of this project is to increase STEM degree completion of low-income, high-achieving undergraduates with demonstrated financial need. Within Engineering, Computing, and Physics at Michigan Tech, 60% of Pell students successfully graduated within six years, compared to 71% of the non-Pell students. This project will elevate student’s cultural assets to increase their sense of belonging and retention to achieve Pell students’ graduation rates comparable to non-Pell student levels. Using an asset-based approach and leveraging existing curricula in self-authorship that places students in the driver’s seat to identify and map their own development pathway, students will strategize ways to develop the social capital essential to navigating and succeeding in academic systems. Program activities will be assessed and refined through participatory action research involving STEM scholars as co-researchers, recognizing their expertise in their own lived experiences. Evaluation will guide program revision so that future practices will be informed by student scholars. 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.