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: 10403683
• 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/10403683
• 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; Individual; Institution; Internships; Knowledge; Lead; Learning; Life; Low income; Maryland; Measures; Mentors; Mentorship; Minority; Minority Groups; 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 Populations; Underrepresented Students; United States; Universities; Vision; Work; after-school program; base; career; college; comparison group; design; dissemination strategy; efficacy evaluation; evidence base; experience; high school; implementation fidelity; 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; underserved community; underserved students; 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.

摘要 科学，技术，工程和数学（STEM）领域深受系统性的影响。 美国公立学校系统中的教育不平等，通常在少数民族中造成科学障碍 以及来自服务不足社区的个人。我们最近的研究结果表明，其中一些障碍可以 通过每周在服务不足的高中教室开展STEM丰富活动来缓解， 来自相同或附近社区的近同伴导师（NPMs）团队;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 科学在他们生活中的重要性我们的目标是传播 可持续的，完善的NPM领导的科学丰富计划，加强课堂和虚拟辅导 通过我们所在州的伙伴关系，在服务不足的教室里，并进一步调查 参与者对科学的态度。在追求这些目标时，我们的目标是：（1）确定是否增强 课堂辅导与虚拟辅导相结合，可作为吸引服务不足者的有效策略 （2）揭示近几年学生科学态度变化的内在机制; （3）评估国家预防机制方案的传播和可持续性的有效战略。 我们将与马里兰州的少数民族服务大学及其社区的当地高中合作， 推广国家预防机制模式。我们假设，这种增强的NPM模型的传播将导致网络 可持续的计划，将促进学生的课堂表现，态度，参与， 成长心态我们的专业知识使我们处于一个独特的位置，培训他人实施这一模式， 增加代表性不足的学生人数，使他们能够获得有意义的预备经验 在STEM。我们将采用配对对照组设计来评估近同伴指导的有效性 学生的计划，和忠诚度调查，以评估跨网站的计划实施的一致性。的 传播可持续的NPM模式将有助于我们实现解决系统性问题的长期目标， 教育不公平，并提高我们从服务不足和代表性不足的学生中招募学生的能力 STEM实习，为参与者提供连续性的元素。拟议的工作将 还为其他SEPA项目提供了一个蓝图，以传播基于证据的外展计划。