HSI Implementation and Evaluation Project: Leveraging Social Psychology Interventions to Promote First Year STEM Persistence

HSI 实施和评估项目：利用社会心理学干预措施促进第一年 STEM 的坚持

• 批准号: 2345273
• 负责人: Lissette Delgado-Cruzata
• 金额: $ 50万
• 依托单位: CUNY John Jay College of Criminal Justice
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2024
• 资助国家: 美国
• 起止时间: 2024-04-01 至 2029-03-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2345273&HistoricalAwards=false
• 关键词: HSI; Implementation; Evaluation; Project; Leveraging

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 2: IEP, from City University of New York- John Jay College aims to support the high school to college transition of underrepresented minority (URM) science students to increase their first-year retention and ultimate promote higher graduation of these students. The first year of college has been shown to be a critical time in which students struggle and desist from studying and graduating with STEM degrees. The project is designed to better prepare 1st year students for the rigorous academic demands of majoring in the sciences and address the specific underlying psychological processes that contribute to URM students' concerns and challenges in STEM. In addition, the project will work with STEM faculty in establishing a “growth mindset” classroom. The project is positioned to increase the number of URM students who graduate in STEM-related fields, improve their academic outcomes, and increase their interest in pursuing graduate school and careers in STEM. The approach will address psychological, academic, social, and educational needs of URM students simultaneously through a multi-faceted strategy, and these findings will ultimately help other educators develop strategies that better support student populations in our Hispanic-serving institutions (HSI).The goals of the project are to: (1) increase first-year college students' engagement and retention in STEM via the implementation of empirically supported social psychological interventions, (2) enhance STEM students’ cultural knowledge and academic preparation through study skills training and mentoring, and (3) expand STEM faculty’s expertise to convey a growth mindset to students. It is hypothesized that participation in a social-psychological and study skills and time management training will reduce social identity threat and increase feelings of belonging, and identification and interest in STEM. The project is guided by a multi-pronged intervention that will utilize a quasi-experimental mixed factorial research design to examine whether the program influences both objective (i.e., GPA, first-year retention) and subjective (e.g., sense of belonging, identification in STEM) outcomes. It is predicted that the end-of-year GPA and first-year retention in STEM will be significantly higher for students who received the intervention than for students who did not receive the intervention and will promote persistence in first-year STEM students, increasing their likelihood of graduating in STEM disciplines. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate new knowledge on how to achieve these aims.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.

在改善本科STEM教育：西班牙裔服务机构（HSI计划）的支持下，纽约城市大学-约翰杰伊学院的这条途径2：IEP旨在支持代表性不足的少数民族（URM）科学学生从高中到大学的过渡，以提高他们的第一年保留率，并最终促进这些学生的更高毕业率。大学的第一年已经被证明是一个关键的时刻，学生们挣扎着，停止学习，并以STEM学位毕业。该项目的目的是更好地准备一年级的学生在科学专业的严格的学术要求，并解决有助于URM学生的关注和在干的挑战具体的潜在心理过程。 此外，该项目还将与STEM教师合作，建立一个“成长型思维”课堂。该项目旨在增加在STEM相关领域毕业的URM学生人数，提高他们的学术成果，并提高他们在STEM攻读研究生院和职业生涯的兴趣。该方法将通过多方面的策略同时解决URM学生的心理，学术，社会和教育需求，这些研究结果最终将帮助其他教育工作者制定更好地支持我们的西班牙裔服务机构（HSI）的学生群体的策略。该项目的目标是：（1）通过实施经验支持的社会心理干预措施，提高大学一年级学生对STEM的参与和保留，（2）通过学习技能培训和指导，增强STEM学生的文化知识和学术准备，以及（3）扩大STEM教师的专业知识，向学生传达成长心态。据推测，参加社会心理和学习技能和时间管理培训将减少社会身份的威胁，增加归属感，认同感和对STEM的兴趣。该项目是由多管齐下的干预，将利用准实验混合因子研究设计，以检查该计划是否影响两个目标（即，GPA、第一年保留）和主观（例如，归属感，STEM中的识别）结果。预计接受干预的学生的年终GPA和第一年在STEM的保留率将显著高于没有接受干预的学生，并将促进第一年STEM学生的持续性，增加他们在STEM学科毕业的可能性。HSI计划旨在加强本科STEM教育，并建立HSI的能力。HSI计划支持的项目也将产生关于如何实现这些目标的新知识。该奖项反映了NSF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。