In Answer to A National Challenge: A Pilot Program to Increase Participation in Science, Technology, and Mathematics (STEM) Fields

在过去的几年里，迫切需要加强美国各级人民对科学的参与已经成为一个全国性的问题。随着在科学、数学和工程等高技术领域接受培训的人数的增加，有证据表明，对科学和数学有天赋和兴趣的学生往往对他们的大学水平的学习感到失望，而选择非科学学科的专业。这些学生放弃了在科学、技术、工程和数学（STEM）领域有潜力的职业，因为他们在高中阶段准备不足，感觉自己无法竞争，大学教师的建议不充分或不佳，以及对STEM领域的大学水平的通识教育课程不感兴趣。这种趋势最有害的部分是，许多学生在大学一年级就决定离开STEM专业，当时他们还没有机会与STEM部门建立牢固的联系。人才的流失不仅不利于作为民族自豪感源泉的智力资本，也不利于国家维持高生活水平的能力，而高生活水平是技术发达经济的副产品之一。解决这个问题的办法，部分在于高校重组科学和数学课程和专业的能力。为了解决有前途的学生在大学教育早期转向非科学专业的问题，政府要求为一项为期三年的计划提供资金，该计划的首要目标是招募和留住有前途的STEM专业学生。我们的方法是开发一个由三部分组成的试点项目：(1)高中生暑期科学研究所；(2)大一一次科学系列研讨会，(3)大二一次独立研究经历。这些课程的核心都是共同的主题，包括向学生介绍科学发现的乐趣和基于团队的跨学科研究的本质，向学生介绍STEM领域令人兴奋的职业选择，让他们了解科学思想和发现的丰富历史，并为他们提供完成一个或多个STEM学科学士学位所需的工具和支持结构。我们整合了已被证明在提高参与度方面有效的实践，包括密切的指导、课外活动、群体的发展、家长的参与以及教师的专业发展。根据最近的研究，女性、少数族裔、低收入家庭和/或第一代学生在一年级辍学问题上的影响尤为严重。因此，我们的招聘工作集中在这些目标群体上。该试点项目由中央华盛顿大学首席学术官、教务长/高级副校长David Soltz担任主席的咨询委员会仔细监督和评估。评估由科学教育与化学副教授Martha Kurtz和副教务长兼课程与监督教授Linda Beath协调。每年对目标、评估策略和基准进行两次审查，以改进该计划。如果我们的方法取得成功，CWU的全面实施将依赖于私人来源的资金和内部资源的重新定向。由于我们提出的项目依赖于大多数高校的基本主题和资源，我们预计其他STEM团体可以采用我们的项目，从而将其影响从地方扩大到全国范围。中央华盛顿大学已经准备好支持这样一个项目，它强调向少数民族群体伸出援手，认真指导，以及以探究为基础的跨学科学术项目。CWU强调小班教学，教师和学生之间密切的专业关系，以及奖励创新，研究性教学和学习的文化。该大学在本科生研究和创造性表达方面拥有强大的、得到良好支持的项目，在教育方面的优势促进了评估策略的有效使用。这个项目反映了6个理学院11位教员的合作成果。合作成员包括Wendy Bohrson（地质科学）、Michael Braunstein（物理）、Eric Bullock（化学）、Carey Gazis（地质科学）、Lisa Ely（地质科学）、Ed Gellenbeck（计算机科学）、Stephen Glasby（数学）、Martha Kurtz（科学教育和化学）、Steven Lundblad（地质科学）、Andy Piacsek（物理）和Holly Pinkart（生物科学）。

Over the last several years, the critical need to bolster participation in science at all levels in the United States has become an issue of national concern. As the number of people trained in highly technical fields in the sciences, mathematics and engineering grows, there is evidence to suggest that students who have aptitude and interest in the sciences and mathematics often become disillusioned with their college-level studies and opt for majors in non-science disciplines. These students abandon potentially promising careers in science, technology, engineering and mathematics (STEM) fields because of inadequate preparation during their high school years, feelings that they can not compete, inadequate and/or poor advising by college faculty, and disinterest in university-level general education classes in STEM fields. A most harmful part of this trend is that many students make decisions to leave STEM majors during their first year of college when they have not yet had the opportunity to develop strong ties with STEM departments. This loss of talent is detrimental not only to the intellectual capital that is a source of national pride but also to the nation's ability to maintain the high standard of living that is one by-product of a technologically-advanced economy. The solution to this problem lies, in part, in the ability of colleges and universities to restructure science and mathematics courses and majors. To address this problem in which promising students switch to non-scientific majors early in their college education, funding is requested for a three-year initiative that has as its overarching goal to recruit and retain promising students in STEM majors. Our approach is to develop a pilot project that consists of three parts: (1) a Summer Science Institute for high school students; (2) a Freshman Year Science Seminar Series, and (3) a Sophomore Year Independent Research Experience. At the heart of each of these programs are common themes, including introducing students to the joys of scientific discovery and the nature of team-based interdisciplinary research, informing students about exciting career choices in STEM fields, exposing them to the rich history of scientific thought and discovery, and providing them with the tools and support structure they need to complete a baccalaureate degree in one or more STEM disciplines. We integrate practices that have been shown to be effective in improving participation, including close mentoring, extracurricular activities, development of a cohort, inclusion of parents, and professional development for faculty. According to recent studies, the problem of first-year flight disproportionately impacts women, minorities, low-income, and/or first-generation students. For this reason, our recruiting efforts are concentrate on these target groups.This pilot program has been carefully overseen and assessed by an Advisory Board chaired by the chief academic officer of Central Washington University, Provost/Senior Vice President David Soltz. Assessment is coordinated by Associate Professor of Science Education and Chemistry Martha Kurtz and Vice Provost and Professor of Curriculum and Supervision Linda Beath. Twice per year, goals, assessment strategies and benchmarks are reviewed in order to improve the program. Should our approach be successful, full scale implementation at CWU would rely on funding from private sources and redirection of internal resources. Because our proposed program relies on themes and resources that are fundamental to most colleges and universities, we anticipate that other STEM groups could adopt our program, thereby increasing its impact from a local to a national scope. Central Washington University is well poised to support a program that stresses outreach to minority populations, careful mentoring, and inquiry-based, interdisciplinary academic programs. CWU emphasizes small class size, close professional relationships between faculty and students, and a culture that rewards innovative, inquiry-based teaching and learning. The University has a strong, well-supported program in undergraduate research and creative expression, and strengths in education promote effective use of assessment strategies. This project reflects a collaborative effort among 11 faculty in six College of the Sciences departments. Co-PIs include Wendy Bohrson (Geological Sciences), Michael Braunstein (Physics), Eric Bullock (Chemistry), Carey Gazis (Geological Sciences), Lisa Ely (Geological Sciences), Ed Gellenbeck (Computer Sciences), Stephen Glasby(Mathematics), Martha Kurtz (Science Education and Chemistry), Steven Lundblad (Geological Sciences), Andy Piacsek (Physics), and Holly Pinkart (Biological Sciences).