Engineering Future Scholars: Increasing Engineering Success through a Self-Efficacy Network and Identity Development

在美国国家科学、技术、工程和数学奖学金(S-STEM)计划的资助下，该项目将支持亚利桑那州立大学艾拉·A·富尔顿工程学院的高成就、低收入学生，他们有明显的经济需求。在整个五年中，该项目将为攻读工程学学士学位的学生提供40个奖学金。学者将接受同行、教师和行业专业人士的指导；进行本科研究；参与设计-建造-实施创新挑战；参与职业发展；以及完整的工程劳动力准备体验。该项目将跟踪40名工程未来学者，为期四年，以便对工程身份发展进行纵向研究。在项目第一年和第二年，将增加20名学生。每个队列将得到四年的支持。这些学者未来的潜在自我将被培养，以促进工程学身份的发展，这有望支持他们在完成工程学学位的目标上的持续动机和坚持不懈。学员将在学位课程的每个学期注册必修的构建您的未来工程课程。本课程将用于定位身份发展活动。学者的工程自我效能感和他们的工程身份将通过定性和定量的方法进行纵向研究，以了解学生在多大程度上探索并致力于成为一名工程师，同时也评估他们的抱负与个人和社会的相关性。将使用一个对照小组来研究项目活动的影响。该项目的结果可能会加强对现有战略的理解，或者揭示新的战略，以提高亚利桑那州和全国的工程学本科生保留率和四年毕业率。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

With funding from the NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) program, this project will support high-achieving, low-income students with demonstrated financial need at Arizona State University's Ira A. Fulton Schools of Engineering. Throughout its five years, this project will fund 40 scholarships for students who are pursuing bachelor's degrees in engineering. Scholars will be mentored by their peers, faculty, and industry professionals; conduct undergraduate research; participate in design-build-implement innovation challenges; participate in career development; and complete engineering workforce preparation experiences.This project will follow 40 Engineering Futures Scholars for four years allowing for a longitudinal study of engineering identity development. A cohort of 20 students will be added in project year one and year two. Each cohort will be supported for four years. The scholars' future potential selves will be nurtured to facilitate engineering identity development, which is expected to support sustained motivation and persistence in their goals towards engineering degree completion. Participants will enroll in a required Build Your Engineering Future course each semester of their degree program. This course will be used to anchor identity development activities. Scholars' engineering self-efficacy and their engineering identity will be studied longitudinally using qualitative and quantitative methods, to understand the degree to which students have explored and committed to becoming an engineer while also valuing the personal and social relevance of their aspirations. A comparison group will be used to study the impact of project activities. Results of this project may strengthen the understanding of existing strategies or reveal new ones to increase undergraduate student retention in engineering and four-year graduation rates in Arizona and across the nation.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.