Goldshirt Transitional Program: Creating Engineering Capacity And Expanding Diversity Through A Performance Enhancing Year
Goldshirt Transitional Program: Creating Engineering Capacity And Expanding Diversity Through A Performance Enhancing Year
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Goldshirt 过渡计划：通过绩效提升年创建工程能力并扩大多样性
DOI：
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发表时间：
2010
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影响因子：
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通讯作者：
Ann Scarritt
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作者：
Tanya D. Ennis;J. Milford;B. Myers;J. Sullivan;Daniel Knight;Diane E. Sieber;Ann Scarritt
在我们国家的大学里，很少有来自农村、低收入、未被充分代表的少数族裔和第一代学生攻读工程学位，而大多数准备充分的女性对工程学位兴趣不大。由于大学前学术准备不足是大学水平工程录取的一个众所周知的关键障碍，工程学院增加本科学生人口多样性的一个途径是致力于提高以过渡身份录取的准备不足的高中毕业生的表现。科罗拉多大学博尔德分校的工程金衬衫项目由国家科学基金会资助，为直接被工程学院录取的准备不足的学生提供了提高成绩的一年。这种高度结构化的方法根据七个目标密切监测学生的表现。一个目标是提高学生对工程职业的兴趣和知识——通过在GoldShirt学生和更大的大学生群体中建立一个强大的社区来支持。另一个目标是确保学生在过渡的金衬衫一年之后，在传统的工程项目中做好学业表现的准备。通过实现所有项目目标，我们寻求创建一个全国性的模式，以显著提高工程专业准备不足学生的招聘、保留和毕业率。工程金衬衫项目于2009年秋季招收了第一批16名积极性高但准备不足的学生。在试点群体中，有11人是家中第一代大学生，13人是代表性不足的少数族裔学生，7人是女性。本文描述了工程与应用科学学院为历史上代表性不足的群体扩大学生在工程领域取得成功的机会的独特方法，并分享了迄今为止在招聘、录取、课程开发、课程安排和学生支持服务方面学到的经验教训——所有这些策略都适合其他工程学院采用。这包括令人大开眼界的招生过程变化，通过我们的努力，更广泛地识别学生的成功潜力，以及其他预期和意外的试点年的结果。本文中描述的GoldShirt策略超越了竞争激烈的大学招聘努力，将重点放在了有限的准备最充分、最受欢迎的美国少数族裔高中毕业生身上——这些学生无论上哪所大学，都可能加入工程领域的劳动力队伍。“金衬衫”战略旨在从下一代有能力的高中毕业生中培养工程能力。使用这些多方面的方法来增加高潜力，代表性不足的学生的准备，工程学院可以更广泛地为下一代和我们的国家服务。
At our nation’s universities, too few rural, low-income, underrepresented minority and firstgeneration students pursue engineering degrees, and most well-prepared women show little interest. Because inadequate pre-college academic preparation is a known critical barrier to university-level engineering admission, one pathway for engineering colleges to increase their undergraduate student population diversity is to commit to boosting the performance of underprepared high school graduates admitted under transitional status. The Engineering GoldShirt Program at the University of Colorado at Boulder, supported by National Science Foundation funding, provides a performance-enhancing year for underprepared students directly admitted to the engineering college. The highly-structured approach closely monitors student performance against seven goals. One goal is to increase student interest in, and knowledge of, an engineering career — supported by creating a strong community among GoldShirt students and the larger college population. Another goal is to ensure that students are prepared to academically perform in a traditional engineering program after their transitional GoldShirt year. By achieving all Program goals, we seek to create a national model for significantly boosting recruitment, retention and graduation of under-prepared students in engineering. The Engineering GoldShirt Program enrolled its first cohort of 16 highly-motivated yet underprepared students in fall 2009. In the pilot group, 11 represent the first-generation in their families to attend college, 13 are underrepresented minority students, and seven are female. This paper describes the College of Engineering and Applied Science’s unique approach to expanding opportunity for students from historically underrepresented groups to succeed in engineering, and shares the lessons learned thus far about recruitment, admissions, curriculum development, course placement, and student support services — all strategies suitable for adoption by other engineering colleges. This includes eye-opening admissions process changes learned through our efforts to more inclusively identify students’ potential for success, as well as other expected and unexpected pilot year outcomes. The GoldShirt strategy described in this paper moves beyond competitive university recruitment efforts focused on the limited pool of best prepared and highly-sought-after US minority high school graduates — students who will likely join the engineering workforce regardless of what college they attend. The GoldShirt strategy aims to create engineering capacity from within the next tier of capable high school graduates. Using these multi-faceted approaches to augment the preparation of high-potential, underrepresented students, engineering colleges can more broadly serve the next generation and our nation.