Molding Identity & Raising Retention through Opportunities for Reflection in STEM (MIRRORS)

在美国国家科学基金会科学、技术、工程和数学奖学金（S-STEM）计划的五年资助下，约翰卡罗尔大学（JCU）将为32名有经济需求和学术前景的学生提供奖学金。该奖学金将颁发给攻读STEM（生物、化学、数学、计算机科学和物理）学士学位的一年级和转学生。该项目的学者将获得学术支持，包括stem特定方向，夏季桥梁项目，队列咨询以及介绍科学思维和研究的课程。该项目的目标是提高一年的保留率和四年的毕业率，并培养和研究生学者，以满足当地、区域和国家对stem教育劳动力的需求。该项目将提供基于证据的学术和学生支持服务，旨在支持JCU转学生群体的过渡和成功。这些服务包括STEM生活学习社区（LLC）、同行领导的团队学习、职业发展、夏季研究奖学金和科学会议旅行。该项目将通过调查反思（即对新知识或经验的认真评估）在学生科学家发展中的作用，以及STEM llc对学生坚持和幸福感的影响，为教育研究做出贡献。持续的反思过程对学业成功、社会福祉和职业自我效能感至关重要。然而，反思作为在STEM学科中取得成功的工具的重要性尚不清楚。该项目将通过监测S-STEM学者的绩效指标，将其与未被选为奖学金的符合S-STEM条件的学生进行比较，从而评估反思作为一种实验工具，以提高STEM的保留率和表现。最后，该项目将帮助S-STEM学生有机会在高要求的STEM学科中取得成功。

With five years of funding from the National Science Foundation's Scholarships in Science, Technology, Engineering and Mathematics (S-STEM) program, John Carroll University (JCU) will provide scholarships to 32 students with demonstrated financial need and academic promise. The scholarships will be awarded to first-year and transfer students who are pursuing bachelor's degrees in STEM in Biology, Chemistry, Mathematics, Computer Science and Physics. The Scholars in the program will receive academic support that includes a STEM-specific orientation, a summer bridge program, cohort advising, and curricula introducing scientific thinking and research. The project goals are to improve one-year retention and four-year graduation rates, and to train and graduate scholars who will meet local, regional, and national demands for a STEM-educated workforce. This project will provide evidence-based academic and student support services designed to support the transition and success of JCU transfer student cohorts. These services include a STEM living-learning community (LLC), peer-led team learning, career development, summer research fellowships, and travel to scientific meetings. This project will contribute to education research by investigating the role of reflection (i.e., conscientious evaluation of new knowledge or experiences) in the development of student-scientists, and the influence of STEM LLCs on student persistence and sense of well-being. The ongoing process of reflection is critical for academic success, social well-being, and vocational self-efficacy. However, the importance of reflection as a tool for success in STEM disciplines is unknown. This project will assess reflection as a tool to increase retention and performance in STEM experimentally, by monitoring performance indicators for S-STEM Scholars compared to the pool of S-STEM-eligible students who were not selected for a scholarship and therefore did not participate in the program's reflection activities. Finally, this project will help provide S-STEM students the opportunity to be successful in high-demand STEM disciplines.