Achieving STEM Persistence through Peer Assisted Learning and Leadership Development

在改善本科STEM教育的支持下：西班牙裔服务机构（HSI计划），这个轨道1项目旨在提高本科生的保留率和STEM的成功。 它将通过参与校园同伴辅助学习计划来为工程入门课程的学生提供学术和人际支持。该项目还计划通过STEM领导学院支持STEM学生的成功，该学院将为自然科学与数学学院以及工程与计算机科学学院的本科生提供服务。 STEM领导学院预计将培养学生的领导力，人际关系和劳动力准备技能。 预期的学生成果包括提高学习成绩，更大的自我效能感，提高毅力，减少毕业时间，缩小成绩差距。 该项目还预计，学生将获得一套人际关系和团队为基础的属性，将加强他们在劳动力的成功。 通过对项目活动和成果的评估，将产生关于学生参与度、学位获得和劳动力转型的新知识。该项目旨在通过两个关键转型来提高学生的保留率并缩短学生获得学位的时间：1）从低年级到高年级的工程课程; 2）通过STEM学位完成到劳动力进入。具体目标包括：1）将同伴辅助学习合作扩展到入门工程课程; 2）迭代实施STEM领导学院，为学生提供三个层次的领导技能发展，体验式学习和参与社会相关活动; 3）通过专业发展研讨会提高教师对学生能力的态度。混合方法的研究将有助于新的知识：1）同伴辅助学习干预较低的师工程课程; 2）同伴辅助学习和STEM领导学院如何影响学生的自我效能感，归属感，以及坚持程度和进入STEM劳动力的意图; 3）影响教师对学生责任感和传统师生关系的期望。该项目旨在增加代表性不足的少数族裔、女性和转学生的参与，并将利用课外协作和社会相关活动来提高自我效能、课程表现、保留率和对STEM职业的兴趣。项目成果将通过出版物、专题介绍和公共网站传播。HSI计划旨在加强本科STEM教育，并建立HSI的能力。HSI计划支持的项目也将产生关于如何实现这些目标的新知识。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program), this Track 1 project aims to increase undergraduate student retention and success in STEM. It will do so by engaging a campus peer assisted learning program to provide academic and interpersonal supports to students in introductory engineering courses. The project also plans to support STEM student success via a STEM Leadership Academy that will serve undergraduate students in the College of Natural Sciences and Mathematics and the College of Engineering and Computer Science. The STEM Leadership Academy is expected to cultivate students' leadership, interpersonal, and workforce readiness skills. Expected student outcomes include improved academic performance, greater self-efficacy, increased persistence, reduced time to graduation, and narrowed achievement gaps. The project also expects that students will gain a suite of interpersonal and team-based attributes that will bolster their success in the workforce. Evaluation of project activities and outcomes will generate new knowledge about student engagement, degree attainment, and workforce transitions.This project aims to increase retention and decrease time to degree for students through two critical transitions: 1) lower to upper division engineering courses; and 2) through STEM degree completion to workforce entry. Specific aims include: 1) expanding the peer assisted learning collaborative to introductory engineering courses; 2) iteratively implementing the STEM Leadership Academy to provide students with three levels of leadership skill development, experiential learning, and engagement in socially-relevant activities; and 3) enhancing faculty attitudes regarding student competencies through professional development workshops. A mixed methods study will contribute new knowledge about: 1) the peer assisted learning intervention for lower division engineering courses; 2) how peer assisted learning and the STEM Leadership Academy affect student self-efficacy, sense of belonging, and intentions to persist in the degree and enter the STEM workforce; and 3) impacts on faculty expectations regarding increased student responsibility and the traditional teacher-student relationships. This project aims to increase the participation of underrepresented minority, women, and transfer students and will draw on co-curricular collaborative and socially relevant activities shown to increase self-efficacy, course performance, retention, and interest in STEM careers. Project outcomes will be disseminated through publications, presentations, and a public website. The HSI Program aims to enhance undergraduate STEM education and build capacity at HSIs. Projects supported by the HSI Program will also generate new knowledge on how to achieve these aims.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.