Promoting Engagement in Chemistry, Physics, and Earth Sciences

开放大学招收越来越多的学生，其中许多人没有考虑在物理科学的职业生涯之一。作为一个模型和先进的知识，这个项目在犹他州谷大学（UVU）将进一步发展的能力，一个全面的开放招生大学与那些在研究为重点的机构明显不同的学生群体。 该项目将吸引，留住和研究生在物理科学和科学，技术，工程和数学（STEM）专业准备他们。该项目的主要目的是：1）通过基于财政需求的奖学金，促进学生在化学，地球科学和物理学的物理科学方面的学业成功和完成学位; 2）通过提供教师指导的研究经验和旨在丰富学者教育的其他支持服务，为学生的研究生教育和职业做好准备; 3）在传统上STEM学科入学率较低的开放式招生教学机构中增加STEM入学率和完成率;以及4）推进与教师指导研究相关的循证实践知识。感兴趣的问题包括（a）仔细检查学生的态度和能力的演变做科学从他们的不确定的开始到那些与自信，干职业承诺的毕业生一致，和（B）教师导师和学生队列在这一过程中发挥的作用。项目研究将侧重于哪些方案因素对STEM中的妇女和其他代表性不足的群体影响最大。成果和研究的传播将包括出版物和在适当场所的演讲以及在当地和区域学科教育会议上举办的基于证据的最佳实践研讨会。在国家科学基金会科学、技术、工程和数学奖学金（S-STEM）计划的资助下，在五年期间，该项目将为50名在物理、化学和地球科学学士学位课程中有学术才能和经济困难的学生提供全额学费和书籍奖学金。这些干预措施以循证实践为基础，并侧重于影响学生成功的最基本因素。该项目建立在轨道1 S-STEM项目的成功组成部分的基础上，包括教师导师和学生参与教师指导研究的力量，参加区域，国家和国际会议，以及准备和接受研究生院。根据前一个项目的证据，该方案将改善STEM教育管道中几个机构确定的损耗点，包括完成时间过长，兼职过多，以及一些女学生的孤立感。在轨道1项目支持的学生退出访谈表明，该计划在保持他们在学校，扩大他们的科学视野，并给他们成功的垫脚石有很大的不同。预计在项目结束时，至少90%的学生将获得物理科学学士学位或按时毕业。

Open universities enroll an increasing number of students, many of whom have not considered a career in one of the physical sciences. To serve as a model and advance knowledge, this project at Utah Valley University (UVU) will further develop the capacity of a comprehensive open enrollment university with a markedly different student population from those at research-focused institutions. This project will attract, retain, and graduate students in the physical sciences and prepare them for science, technology, engineering, and mathematics (STEM) professions. The primary aims of the project are to: 1) promote student success and degree completion for academically promising students in the physical sciences of chemistry, earth science and physics at UVU through financial-needs-based scholarships; 2) prepare students for post-graduate education and careers by providing faculty-mentored research experiences and other support services aimed at enriching the education of scholars; 3) increase STEM enrollment and completion in an open-enrollment teaching institution with traditionally low enrollments in STEM disciplines; and 4) advance knowledge of evidence-based practices relative to faculty-mentored research. Questions of interest include (a) close examination of the evolution of student attitudes and abilities for doing science from their uncertain beginnings into those consistent with confident, STEM-career-committed graduates, and (b) the role played by the faculty mentor and student cohort in that process. Project research will focus on which programmatic factors most affect women and other underrepresented groups in STEM. Dissemination of results and research will include publications and presentations at appropriate venues and workshops on evidence-based best practices both locally and in regional discipline-specific educational conferences.With funding from the National Science Foundation's Scholarships in Science, Technology, Engineering and Mathematics (S-STEM) program, over the course of five years this project will provide scholarships for full tuition and books to 50 academically talented and financially needy students in physics, chemistry and earth science baccalaureate degree programs. The interventions are grounded in evidence-based practices and focus on the most essential elements that affect student success. This project builds on the successful components of a Track 1 S-STEM project, including the strength of faculty mentors and student involvement in faculty-mentored research, participation in regional, national, and international conferences, and preparation for and acceptance to graduate school. Based on the evidence of the previous project, this program will ameliorate several institutionally-identified attrition points in the STEM educational pipeline including lengthy time to completion, excessive part-time work, and feelings of isolation by some women students. Exit interviews of students supported in the Track 1 project indicated that the program made a substantial difference in keeping them in school, expanding their vision of science, and giving them a stepping stone to success. It is expected that at the end of the project period at least 90% of students will have received a baccalaureate degree in the physical sciences or be on track to graduate on time.