HSI Institutional Transformation Project: Cal Poly Pomona INtentional Venture Engaging STEM Students (CPP INVESTS)

在改善本科STEM教育：西班牙裔服务机构（HSI计划）的支持下，加州州立理工大学波莫纳分校（CPP）的第三轨道ITP项目将通过在STEM学生生命周期的三个关键转变中嵌入高影响力实践（HIPs）来推进HSI计划的目标：(1)中学到高等教育规模的第一年体验课程（FYE）和基于课程的本科研究体验（CUREs），并在FYE中嵌入同伴学习助理（PLAs）；(2)低年级到高年级的STEM课程——将CUREs嵌入第二年的STEM入门课程、顶点课程和高年级通用电气课程；(3)毕业后进入STEM工作岗位——利用两个创新组成部分：“微型”实习和替代学习记录（ALRs）。该项目将通过在初级入门和高级顶点课程中嵌入为期六周的“微”实习经历，扩大STEM学生参与实习的人数。该项目将开发和实施两个alr——领导力和研究职业发展。为了支持STEM教师，该项目将提供STEM学院，指导教师开发以多样性、公平和包容性为基础的文化相关教学法，开发FYE课程，在其课程和项目中嵌入cure、微型实习和alr。该项目的具体目标是帮助了解如何建立机构能力，以提高hsi的本科STEM教育质量。项目评估计划将通过采用形成性和总结性评估方法，重点关注机构层面的变量，包括项目中STEM学生的招聘、保留和毕业率。本项目将采用准实验设计的方法来考察大学一年级学生的学业自我效能感和归属感。它将使用混合方法来研究微型实习和alr对STEM学生专业身份的影响，以及教师专业发展努力的影响，包括前后调查、访谈和重点小组讨论。该项目将产生新的知识，并有助于发展关于alr和课程嵌入式微型实习对STEM学生成功影响的新兴研究。该项目的更广泛影响是开发和测试一个模型的潜力，该模型将传播到加州州立大学系统，并可以被加州州立大学系统以及其他为大量urm，第一代和低收入学生提供服务的机构所利用。加州州立大学系统为全国最多的西班牙裔和服务不足的STEM学生提供服务。HSI计划旨在加强本科STEM教育，扩大STEM参与，并在HSI进行能力建设。考虑到hsi的多样性和背景，实现这些目标需要创新的方法来激励机构和社区转型，并促进基础研究(1)关于参与式学生学习，(2)关于如何有效地使STEM多样化和增加参与，以及(3)提高我们对如何在hsi建立机构能力的理解。HSI计划支持的项目也将借鉴这些方法，为如何实现这些目标提供新的知识。该奖项反映了美国国家科学基金会的法定使命，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 3 ITP project at California State Polytechnic University, Pomona (CPP) will advance the goals of the HSI Program by embedding high-impact practices (HIPs) during three critical transitions in the STEM student life cycle: (1) secondary to post-secondary education -- scale First Year Experience (FYE) courses and course-based undergraduate research experiences (CUREs), and embed peer learning assistants (PLAs) in FYEs; (2) lower division to upper division STEM courses -- embed CUREs in second year STEM gateway courses and capstone and upper-division GE courses; (3) graduation into the STEM workforce -- utilize two innovative components: “micro” internships and alternative learning records (ALRs). The project will scale the number of STEM students participating in internships by embedding six-week “micro” internship experiences in junior gateway and senior capstone courses. The project will develop and implement two ALRs -- leadership and research career development. To support STEM faculty, the project will provide STEM Faculty Institutes to coach faculty in developing culturally relevant pedagogy anchored in diversity, equity, and inclusion, developing FYE courses, embedding CUREs, micro-internships, and ALRs in their courses and programs. The specific aim of the project is to contribute to the understanding of how to build institutional capacity to enhance the quality of undergraduate STEM education at HSIs. The program evaluation plan will focus on institutional-level variables including recruitment, retention, and graduation rates of STEM students in the project by utilizing both formative and summative assessment methods. This project will employ quasi-experimental design to examine the impact of PLAs on the sense of belonging and academic self-efficacy of first year students in FYE courses. It will use mixed-methods to examine both the impact of micro-internships and ALRs on the professional identities of STEM students and the impact of the faculty professional development efforts, including pre-post surveys, interviews, and focused group discussions. The project will generate new knowledge and contribute to the development of the nascent research on the impact of ALRs and course-embedded micro-internships on STEM student success. The broader impact of the project is the potential to develop and test a model that will be disseminated to and can be utilized by the California State University system which serves the greatest number of Hispanics and underserved STEM students in the nation, and other institutions that serve large populations of students who are URMs, first-generation and low-income. The HSI Program aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs. Achieving these aims, given the diverse nature and context of the HSIs, requires innovative approaches that incentivize institutional and community transformation and promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Projects supported by the HSI Program will also draw from these approaches to 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.