Enhancing Success in STEM by Building Skills and Intervention

该项目的目标是通过提高保留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，只有20-25%的学生开始主修STEM学科，毕业时获得STEM学位。保留率正在增加：1）确定在他们的大一风险学生，然后为这些学生提供必要的技能，以克服在专业的绊脚石。定量素养和批判性思维以及学术和个人未来建设技能等技能构成了为STEM专业设计的三学期科学素养课程的基础; 2）在科学和数学部门提供全面的支持计划，包括学生干预，队列合作，自动化系统干预，学术支持和本科生研究机会，以及教师培训; 3）建立一个环境，让学生发现团队学习的价值，从而在莫尔豪斯创造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系的入门看门人课程中实施。为了加强和支持日益增长的团队学习文化，该司增加了主要高级课程的同侪领导人，并为学生举办了许多讲习班，如团队学习教学法和学习技能。这些提供了连续的支持，为学生谁已经录取超过前两年在他们的专业，从而进一步支持创造一种文化的团队学习的目标。智力优点：在整个科学和数学系的非洲裔美国男学生之间创造一个协作/团队学习文化的过程正在调查。正在评估影响学生学习习惯从独立学习者到合作学习者的行为变化的组成部分。正在评估的组件包括教学的影响，团队学习的教学法，以学生，同行领导的团队学习，团队补充指导，自动跟踪有风险的学生和干预方案设计周围的同伴学习小组。此外，正在继续研究预测学生的成功和成功和不成功的学生的行为规范，如伯克曼评估工具所示。更广泛的影响：该项目的活动是通过提高莫尔豪斯学院的毕业率，扩大在STEM劳动力中代表性不足的非洲裔美国男性的参与。这一项目的努力预计将导致一个模式，通过发展团队学习者的文化，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，以提高保留。莫尔豪斯是亚特兰大大学中心（AUC）的创始成员，该中心是由六所独立机构组成的联盟，是世界上最大的非裔美国人高等教育私立中心。一个机构的进步往往会影响整个中心。 网络村的发展对学院的基础设施以及AUC产生了广泛的影响，促进了同龄人和部门之间的网络联系，鼓励学生参与夏季和学年的研究，并扩大学生参与科学会议。通过在地方和国家会议上张贴海报和介绍、建立网站、在通讯和校园出版物以及同行评审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.