Exploring the value of a digitized intervention on improving college readiness and interest in STEM for urban and rural secondary students

EHR核心研究（ECR）计划强调基础STEM教育研究，将产生该领域的基础知识。为此，该项目将扩大大学抱负计划（CAP）的目的，这是一项全校范围的干预措施，旨在鼓励高中生申请大学，特别是在STEM领域，并进入中学后学校。CAP将主要为少数民族和低收入高中学生以及城市和农村地区有特殊需要的学生提供服务，这些地区的中学后教育机构入学率低于国家平均水平。虽然CAP在提高中学后入学率方面取得了成功，但一系列新的数字体验将被创建并添加到该计划中，以进一步提高学生的大学准备程度，并增加他们对STEM领域的兴趣。CAP学生将有机会在数字化平台上访问各种播放列表，该平台将监控和奖励个性化学习。根据学生的兴趣和优势，播放列表将被设计为激发动力，推进大学知识，并提高特定的技能。成功完成播放列表的学生将获得徽章，这是一种可公开共享的数字证书，将显示实质性学习成果的证据。徽章将使学生有权参加STEM实习经验的企业和大学课程，当完成时，将表明一套能力，可以积极影响他们的中学后接受时，包括在大学申请。 与CAP人员，企业和大学合作伙伴合作开发的播放列表将被设计为确保徽章和实习将提供明确的高等教育和职业道路。游戏化的播放列表由一系列初级读本组成，将使学生能够：设定目标;调整学习活动的节奏;接收嵌入式反馈;并在完成后获得切实的奖励。学生将参与独特的，定制的知识和技能建设的学习经验，通常不会在高中发现，但将被视为有利于录取和坚持高等教育。学生在这些体验中的社交和情感体验将使用智能手机技术同步到技术播放列表/徽章平台进行测量。从智能手机中检索的数据将使用多变量方法进行分析，这些方法考虑了学生之间的多种差异。这种对播放列表体验有效性的实证评估将允许收集数据，以支持在计划中纳入技术跟踪和战略规划，从而提高大学入学率并提高代表性不足的学生对STEM的参与。

The EHR Core Research (ECR) program emphasizes fundamental STEM education research that will generate foundational knowledge in the field. To that end, this project will extend the purpose of the College Ambition Program (CAP), a school-wide intervention designed to encourage high school students to become college applicants, particularly in STEM fields, and enroll in postsecondary school. The CAP will serve predominantly minority and low-income high school students and those with special needs in urban and rural areas where enrollment in postsecondary institutions is below the state average. While the CAP has been successful in raising postsecondary enrollment, a series of new digital experiences will be created and added to the program to further students' college readiness and increase their interest in STEM fields. CAP students will be provided opportunities to access a variety of playlists on a digitized platform that will monitor and rewards personalized learning. Tailored to students' interests and strengths, playlists will be designed to inspire motivation, advance college knowledge, and enhance particular skill sets. Students who successfully complete their playlists will earn a badge, which is a publicly shareable digital credential that will show evidence of a substantive learning outcome. Badges will entitle students to participate in STEM internships experiences in businesses and university programs that, when completed, will indicate a set of competencies that can positively impact their postsecondary acceptance when included on college applications. Collaboratively developed with CAP personnel, businesses, and university partners, the playlists will be designed to ensure that the badges and internships will provide clear paths to higher education and careers. Consisting of a series of primers, the gamified playlists will enable students to: set goals; pace their learning activities; receive embedded feedback; and receive a tangible reward upon completion. Students will engage in unique, customized knowledge and skill-building learning experiences not typically found in high schools, but will be viewed as advantageous for admission and persistence in higher education. The social and emotional experiences students will have during these experiences will be measured using smartphone technology synced to a technological playlist/badge platform. Data retrieved from the smartphones will be analyzed using multivariate methods that account for multiple differences between students. This empirical evaluation of the effectiveness of the playlist experiences will allow for the collection of data to support the inclusion of technological tracking and strategic planning in programs that will improve college-going rates and enhance participation in STEM for underrepresented students.