Facilitating sustainable partnerships for STEM education and accessible pathways for STEM students using an evidence-based model

使用循证模型促进 STEM 教育的可持续合作伙伴关系，并为 STEM 学生提供无障碍途径

• 批准号: 9975266
• 负责人: Debra Lynn Yourick
• 金额: $ 25万
• 依托单位: WALTER REED ARMY INSTITUTE OF RESEARCH
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-07-06 至 2025-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/9975266
• 关键词: Address; Affect; Attitude; Behavioral; Cognitive; College Preparation; Communication; Communities; Complement; Data; Education; Educational process of instructing; Elements; Emotional; Evaluation; Feedback; Fostering; Funding; Goals; Grant; Growth; Happiness; High School Student; Home environment; Individual; Institution; Internships; Knowledge; Lead; Learning; Life; Low income; Maryland; Measures; Mentors; Mentorship; Minority; Modeling; Motivation; Neighborhoods; Participant; Pathway interactions; Performance; Plants; Positioning Attribute; Program Sustainability; Research; Resources; STEM career; STEM student; Schedule; Schools; Science; Science Enrichment; Science, Technology, Engineering and Mathematics; Science, Technology, Engineering and Mathematics Education; Scientist; Secondary Schools; Self Efficacy; Site; Student recruitment; Students; Surveys; System; Techniques; Testing; Time; Training; Underrepresented Groups; Underrepresented Students; Underserved Students; United States; Universities; Vision; Work; after-school program; base; career; college; comparison group; design; evidence base; experience; high school; improved; laboratory experience; mentoring community; online community; outreach program; peer; peer coaching; programs; racial minority; school district; social; student participation; summer program; tool; undergraduate student; virtual

Abstract The fields of science, technology, engineering, and mathematics (STEM), are deeply impacted by systemic educational inequities in the U.S. public school system, creating barriers to science, often among racial minorities and individuals from underserved communities. Results of our recent work suggests that some of these barriers can be mitigated through weekly STEM enrichment activities in underserved high school classrooms, facilitated by a team of near-peer mentors (NPMs) from the same or nearby communities; high school students gain more positive attitudes toward science and scientists, increased content knowledge, and increased understanding of the relevance of science in their lives by the conclusion of the program. Our objectives in this proposal are to disseminate sustainable, refined NPM-led science enrichment programs with enhanced in-classroom and virtual mentoring in underserved classrooms through partnerships within our home state, and to further investigate shifts in participants’ attitudes toward science. In pursuing these objectives, we aim to: (1) Determine whether enhanced in-classroom mentoring, paired with virtual mentoring can be used as effective strategies to engage underserved students; (2) Elucidate the underlying mechanism(s) for students’ attitudinal changes towards science with near- peer mentoring; and (3) Evaluate effective strategies for the dissemination and the sustainability of NPM programs. We will partner with minority-serving universities in Maryland, and local high schools in their communities to disseminate the NPM model. We hypothesize that dissemination of this enhanced NPM model will lead to a network of sustainable programs that will promote shifts in students’ classroom performance, attitudes, engagement, and growth mindsets. Our expertise puts us in a unique position to train others in implementation of this model, thus increasing the number of under-represented students who have access to meaningful and preparatory experiences in STEM. We will use a matched comparison group design to evaluate the efficacy of the near-peer mentorship programs for students, and fidelity surveys to evaluate the consistency of program implementation across sites. The dissemination of a sustainable NPM model will help us accomplish our long-term goal of addressing systemic educational inequities, and increase our capacity for recruitment of students from underserved and underrepresented backgrounds into STEM internships, providing an element of continuity for participants. The proposed work will also provide a blueprint for other SEPA programs to disseminate evidence-based outreach programs.

抽象的 科学，技术，工程和数学（STEM）的领域受到全身影响 美国公立学校系统的教育不平等，创造科学障碍，通常在种族少数群体中 以及服务不足的社区的个人。我们最近工作的结果表明，其中一些障碍可以 通过在服务不足的高中教室中每周进行的STEM富集活动来缓解 来自同一或近乎社区的近战导师团队（NPMS）；高中生获得更多积极的 对科学和科学家的态度，增加内容知识并增加对相关性的理解 通过该计划的结论，他们的生活中的科学。我们在此提案中的目标是传播 可持续的，精致的NPM领导的科学增强计划，具有增强的教室和虚拟心理 通过我们家乡内的合作伙伴关系，在服务不足的教室中，并进一步调查转变 参与者参加科学。在追求这些目标时，我们的目标是：（1）确定是否增强 教室内的心理，与虚拟心理配对，可以用作有效策略来吸引服务不足的 学生; （2）阐明学生对科学的态度变化的基本机制， 同伴心理； （3）评估NPM计划的传播和可持续性的有效策略。 我们将与马里兰州的少数派服务大学及其社区中的当地高中合作与 传播NPM模型。我们假设该增强的NPM模型的传播将导致网络 可持续计划，这些计划将促进学生的课堂表现，与会者，参与度以及 成长心态。我们的专业知识使我们处于独特的立场来培训其他人以实施该模型，因此 增加有意义和准备经验的代表性不足的学生人数 在茎中。我们将使用匹配的比较组设计来评估近对心态的效率 针对学生的计划，以及忠实调查，以评估跨站点的计划实施的一致性。 传播可持续的NPM模型将有助于我们实现解决系统性的长期目标 教育不平等，并提高我们从服务不足和代表性不足的学生招募学生的能力 STEM实习的背景，为参与者提供了连续性的元素。拟议的工作将 还为其他SEPA计划提供蓝图，以传播基于证据的外展计划。