PEEPS - Program for Engineering Excellence for Partner Schools

这个项目提出了一种招收、留住和毕业来自弱势背景的工程学学生的制度方法。目标学生来自高中，这些学校有很大比例的学生有资格参加国家学校午餐计划。数据表明，这些学生不仅社会经济地位较低，而且更有可能是第一代大学生和/或代表不足的少数族裔(URM)。为期四年的奖学金最高可达10,000美元，提供给经济上有很大需求的工科学生。第一批预计将包括六名机械工程(ME)学生，第二批将包括从第二年开始的六名工程学院学生。该项目的一个长期好处是提高了加州理工州立大学有效和高效地改善弱势学生的教育机会的能力。该项目的技术优势在于研究表明，弱势学生缺乏相对成功的原因包括孤立感、缺乏自我效能感、经济压力以及缺乏适当的学业支持。该项目满足了这些确定的需求，该项目的评估和评估衡量了综合支持机制对学生学业成功的影响。该项目实施的具体特点包括形成学生学习社区队列，相互支持，建立归属感和建立社区。这些人还一起参加了几门工程支持课程，并自动参加了科学和数学的补充讲习班以及工程成功课程。该项目消除了障碍，并整合了几个经过验证的学生成功战略，以帮助学生发展他们的个人学术和职业目标。因此，项目组成部分不仅包括财政支持，还包括门户工程支持课程的日程安排，包括补充讲习班、经常提供咨询、针对个人学术和专业目标的个性化辅导和辅导、专业发展机会以及STEM外联活动。拟议的活动有助于加强学生作为工程师的身份认同，提高自我效能感。对项目的评估和评估有助于了解工科学生如何取得成功，以及学习社区模式如何扩展到更多的学生。

This project presents an institutional approach towards recruiting, retaining, and graduating engineering students from disadvantaged backgrounds. Targeted students come from high schools that have large percentages of students who qualify for the National School Lunch Program. Data suggests that these students are not only more likely to have low socioeconomic status, but also be first generation college students and/or underrepresented minorities (URM). Scholarships of up to $10,000 for four years are extended to engineering students with high financial need. The first cohort is expected to include six Mechanical Engineering (ME) students and the second cohort is a mix of six College of Engineering students starting the second year. A long-term benefit of the project is that is increasing the ability of the California Polytechnic State University to improve educational opportunities for disadvantaged students effectively and efficiently. The technical merit of the project rests on research that has suggested that reasons for the lack of comparative success of disadvantaged students include feelings of isolation, lack of self-efficacy, financial pressures, and the lack of appropriate academic support. The project meets those identified needs, and the evaluation and assessment of the program measures the impact of the combined support mechanisms on the students' academic success. Specific features of the project's implementation include the formation of cohorts of student learning communities to support one another and create a sense of belonging and to build community. The cohorts also take several engineering support courses together, and are automatically enrolled in supplemental workshops in Science and Mathematics and the Engineering Success courses. The project removes obstacles and integrates several proven student success strategies to help students develop their personal academic and professional goals. Thus, project components not only include financial support, but also block scheduling of gateway engineering support courses with supplemental workshops, frequent advising, individualized coaching and mentoring of personal academic and professional goals, professional development opportunities, and STEM outreach activities. The proposed activities help strengthen student identities as an engineer increase self-efficacy. Assessment and evaluation of the project contributes to the knowledge of how engineering students succeed, and how the learning community model may be expanded to more students.