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: 10612462
• 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/10612462
• 关键词: Address; Affect; Attitude; Behavioral; Cognitive; College Preparation; Communication; Communities; Complement; Data; Disparity; Education; Educational process of instructing; Elements; Emotional; Evaluation; Feedback; Fostering; Goals; Grant; Growth; Happiness; High School Student; Home; Individual; Inequity; Institution; Internships; Knowledge; Lead; Learning; Life; Low income; Maryland; Measures; Mentors; Mentorship; Minority; Modeling; Motivation; Neighborhoods; Participant; Pathway interactions; Performance; Plants; Positioning Attribute; Postbaccalaureate; Program Sustainability; Research; Resources; STEM career; STEM field; 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; Underserved Population; United States; Universities; Vision; Work; after-school program; aspirate; career; college; comparison group; design; dissemination strategy; efficacy evaluation; evidence base; experience; high school; implementation fidelity; improved; laboratory experience; mentoring community; online community; optimism; 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，造成了科学方面的障碍，通常是在少数族裔中 以及来自服务不足社区的个人。我们最近的研究结果表明，这些障碍中的一些可以 通过每周在服务不足的高中教室开展STEM丰富活动来缓解压力，由 来自相同或附近社区的近同行导师(NPM)团队；高中生获得更多积极 对科学和科学家的态度，增加内容知识，增加对相关性的理解 到节目结束时，他们的生活中就有了科学知识。我们在这项提案中的目标是传播 由NPM主导的可持续、精细化的科学丰富计划，以及增强的课堂和虚拟指导 通过我们家乡州内的合作伙伴关系，在服务不足的教室中，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)确定是否加强 课堂辅导与虚拟辅导相结合可以作为有效的策略，让服务不足的人参与进来 学生科学态度转变的潜在机制(S)。 同行指导；以及(3)评估有效的NPM方案的传播和可持续性战略。 我们将与马里兰州为少数族裔服务的大学和当地社区的高中合作，以 推广NPM模式。我们假设，这种增强的NPM模型的传播将导致一个网络 可持续项目，将促进学生课堂表现、态度、参与度和 增长心态。我们的专业知识使我们处于一个独特的地位，可以培训其他人实施这一模式，因此 增加有机会获得有意义的预科经验的人数不足的学生人数 在STEM。我们将使用配对的对照小组设计来评估近同伴辅导的效果 针对学生的计划，以及评估跨站点计划实施一致性的保真度调查。这个 传播可持续的NPM模式将帮助我们实现解决系统性问题的长期目标 教育不平等，提高我们招收服务不足和任职人数不足学生的能力 将STEM背景转化为STEM实习，为参与者提供了连续性要素。拟议的工作将 也为环保总局的其他项目提供了传播循证外展项目的蓝图。