Enhancing Success in STEM by Building Skills and Intervention

该项目的目标是通过增加留校率来增加科学和数学系获得学士学位的学生人数。超过30%的莫尔豪斯学生主修科学、技术、工程和数学(STEM)学科；然而，开始主修STEM学科的学生中只有20%-25%的人毕业于STEM学位。留校率的提高是通过：1)在大一识别高危学生，然后为这些学生提供必要的技能，以克服专业上的障碍。为STEM专业设计的为期三个学期的科学素养课程的基础是：1)在科学和数学系内提供全面的支持计划，包括学生干预、队列协作、自动化干预系统、学术支持和本科生研究机会，以及教师培训；3)创建一种环境，让学生发现团队学习的价值，从而在莫尔豪斯创建一种支持协作学习的文化。同行领导的团队学习已经在整个科学和数学司的入门课程中得到实施。为了加强和支持日益增长的团队学习文化，正在增加该司主要高级课程的同行领导，并向学生提供许多讲习班，例如团队学习和学习技能的教育学。这些项目为专业头两年以上入学的学生提供持续支持，从而进一步支持创建团队学习文化的目标。智力优势：正在调查在整个科学和数学系的非裔美国男性学生中创建合作/团队学习文化的过程。正在评估影响学生学习习惯从独立学习到合作学习的行为变化的因素。正在评估的组成部分包括向学生传授团队学习的教学方法的影响、同伴主导的团队学习、团队补充指导、对高危学生的自动跟踪以及围绕同伴学习小组设计的干预计划。此外，根据伯克曼评估工具的指示，正在进行关于预测学生成功和成功和不成功学生的行为规范的持续研究。更广泛的影响：该项目的活动通过提高莫尔豪斯学院的毕业率，扩大了STEM劳动力中代表性不足的非裔美国男性的参与。预计这一项目的努力将形成一种模式，通过发展一种团队学习文化来加强留住，这种文化可用于减少其他历史上的黑人学院和大学和多数机构的自然减员。莫尔豪斯是亚特兰大大学中心(AUC)的创始成员之一，该中心是由六所独立机构组成的联盟，形成了世界上最大的非裔美国人高等教育私立中心。在一个机构取得的进步往往会影响整个中心。数码村的发展对学院的基础设施和AUC产生了广泛的影响，促进了班级和院系之间的联系，鼓励学生参与暑期和学年研究，并扩大了学生对科学会议的参与。通过在地方和国家会议上张贴海报和发表演讲、在网站上发表文章以及在时事通讯和校园出版物以及同行评议的期刊上发表文章等方式进行传播。

The goal of this project is to increase the number of students in the Division of Science and Mathematics who receive baccalaureate degrees by increasing retention. Over 30% of Morehouse students major in science, technology, engineering and mathematics (STEM) disciplines; however, only 20-25% of the students who begin majors in STEM disciplines graduate with a STEM degree. Retention is being increased by: 1) Identifying at-risk students in their freshman year and then providing these students with skills that are necessary to overcome stumbling blocks in the majors. Skills such as quantitative literacy and critical thinking as well as academic and personal future building skills form the basis of a three-semester Scientific Literacy course designed for STEM majors; 2) Providing a comprehensive support program within the Division of Science and Mathematics that includes student intervention, cohort collaboration, automated systems for intervention, academic support and undergraduate student research opportunities, as well as faculty training; and 3) Establishing an environment in which students discover the value of team learning, thereby creating a culture at Morehouse that supports collaborative learning. Peer Led Team Learning already has been implemented in introductory gatekeeper courses throughout the Division of Science and Mathematics. To enhance and support a growing culture of team learning, peer leaders for key upper level courses in the Division are being added, and numerous workshops such as the Pedagogy of Team Learning and Study Skills are being offered to students. These provide continuing support for students who have matriculated beyond the first two years in their major and thus further support the goal of creating a culture of team learning.Intellectual Merit: The process for creating a collaborative/team learning culture among African American male students throughout an entire Division of Science and Mathematics is being investigated. The components that affect behavioral change in student study habits from independent to collaborative learners are being assessed. Components that are being evaluated include the impact of teaching the pedagogy of team learning to students, peer led team learning, team supplemental instruction, automated tracking of at-risk students and intervention programs designed around peer study groups. In addition, continuing studies are being conducted on predicting student success and the behavioral norms of successful and unsuccessful students as indicated by the Birkman Assessment instrument. Broader Impacts: The activities of this project are broadening the participation of underrepresented African-American males in the STEM workforce by increasing the graduation rates at Morehouse College. The efforts of this project are expected to result in a model for enhancing retention by developing a culture of team learners that can be used to decrease attrition at other Historically Black Colleges and Universities and majority institutions. Morehouse is a founding member of the Atlanta University Center (AUC), a consortium of six independent institutions forming the largest private center of African American higher education in the world. Advancements made in one institution often impact the entire Center. The development of a Cyber Village is having a broad impact on the College's infrastructure as well as the AUC by facilitating networking among cohorts and departments, encouraging student participation in summer and academic year research, and expanding student participation in scientific meetings. Dissemination is occurring through posters and presentations at local and national meetings, a web site presence, and articles in newsletter and campus publications and in peer reviewed journals.