Equitable Learning to Advance Technical Education

该项目将通过支持表现出经济需要的成绩优异的低收入家庭学生的保留和毕业，满足国家对受过良好教育的科学家、数学家、工程师和技术人员的需求。认识到将财政支持与以研究为基础的以学生为中心的活动生态系统以及教师/行业指导相结合的重要性，绿河社区学院，一个亚裔美国人和太平洋岛民少数民族服务机构，与Muckleshoot部落学院合作，将向至少43名独特的低收入学术天才学生颁发奖学金。攻读自然资源专业应用科学副学士学位和应用科学学士学位。奖学金支持计划通过完成学者的学习项目来提供。奖学金获得者将参加应用STEM学生支持活动，课程和课外队列活动，以及STEM教师和行业指导。一项计划中的研究将检验这些不同活动对不同背景的S-STEM合格学生的留校、学习成绩和毕业的有效性。此外，该研究还试图确定如何最好地为学业有天赋的低收入家庭学生量身定制个人和群体活动。为了调查项目计划活动的有效性，项目团队将进行一项混合方法研究，以检查学生学业成绩、职业准备、非认知发展（如动机、信任、社会归属感、成长心态）和以学生为中心的课程设计对学生保留率和学位获得的影响。研究设计集成了文献分析、学生记录数据分析、项目定制调查和观察性现场访问。此外，该项目还试图了解一种伙伴关系模式的可行性，在这种模式下，为少数族裔服务的机构带头努力，提高有学术天赋的低收入学生的学业和职业成功。在这方面，该项目旨在展示STEM项目如何与雇主和校园学生支持服务机构有效合作，并为两所少数民族服务机构（msi）之间的机构间职业路径如何为其他高等教育机构，特别是msi提供模型。该项目由美国国家科学基金会的科学、技术、工程和数学奖学金（STEM）项目资助，旨在增加有学术天赋、有经济需求的低收入家庭学生在STEM领域获得学位的人数。它还旨在改善未来STEM工作者的教育，并为低收入学生提供有关学业成功、留校、转学、毕业和学术职业道路的知识。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。

This project will contribute to the national need for well-educated scientists, mathematicians, engineers, and technicians by supporting the retention and graduation of high-achieving, low-income students with demonstrated financial need. Recognizing the importance of coupling financial support with an eco-system of research-based student-centered activities, and faculty/industry mentoring, Green River Community College, an Asian American and Pacific Islander Minority Serving Institution, in partnership with Muckleshoot Tribal College will award scholarships to at least 43 unique low-income academically gifted students, who are pursuing Associate of Applied Science (AAS) and Bachelor of Applied Science (BAS) degrees in Natural Resources. Scholarship support is planned to be available through the completion of the scholars' programs of study. Scholarship recipients will participate in applied STEM student support activities, curricular and co-curricular cohort activities, and STEM faculty and industry mentorships. A planned research study will examine the effectiveness of these different activities on the retention, academic performance, and graduation of S-STEM eligible students of diverse background. In addition the study seeks to determine how best to tailor individual and cohort-based activities to academically gifted low-income students. To investigate the effectiveness of the project's planned activities, the project team will conduct a mixed methods study to examine the impact on student retention and degree attainment of student academic performance, career preparation, non-cognitive development (e.g., motivation, trust, social belonging, growth mindset), and student-centered program design. The research design integrates document analysis, analysis of student record data, project-tailored surveys, and observational site visits. In addition, the project seeks to understand the viability of a partnership model in which minority-serving institutions lead an effort to increase the academic and career success of academically gifted low-incomes students. In this regard the project aims to demonstrate how STEM programs can work productively with employers and campus-based student support services and model how an inter-institutional career pathway between two minority serving institutions (MSIs) can work for other institutions of higher education, particularly MSIs. This project is funded by NSF’s Scholarships in Science, Technology, Engineering, and Mathematics (STEM) program, which seeks to increase the number of academically talented low-income students with demonstrated financial need who earn degrees in STEM fields. It also aims to improve the education of future STEM workers, and to generate knowledge about academic success, retention, transfer, graduation, and academic career pathways of low-income students.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.