RU-HWC Partnership for STEM Education

哈罗德·华盛顿学院(HWC)和罗斯福大学(RU)正在结成伙伴关系，以显著和可持续地增加各自机构录取并成功完成STEM学位的学生数量。具体的数字目标是(I)将完成STEM副学士学位或转到STEM学士学位课程的HWC学生数量增加10%，(Ii)将RU学士学位STEM专业的入学人数增加30%，以及(Iii)将RU STEM专业授予的学士学位学位数量增加20%。该项目正在使用以下组件来实现这些数字目标。一、留存。HWC和RU都致力于通过加强一年级和二年级STEM专业核心课程的课程，以及通过加强学生支持服务来留住STEM学生。课程改进包括广泛采用积极学习教学法、公民参与主题，以及两所大学参与STEM的教职员工基于课堂的研究经验。学生支持包括同伴辅导和关键STEM课程的补充指导。此外，HWC还为STEM学生提供适合该机构的量身定制的基本技能课程和科学方法课程。II.研究。北卡罗来纳大学的教师为这两所大学的一年级和二年级理科STEM学生提供本科生研究机会。研究活动包括学生津贴、研究方法研讨会和一年一度的HWC-RU师生联合研究论坛。III.学生奖学金HWC和RU都有很高比例的兼职学生同时工作和上学。在这两所学校，都向申报的STEM专业学生提供有限数量的奖学金，以帮助学生保持全日制STEM学习。四、师资队伍建设。通过一年一度的RU-HWC教师专业发展联合研讨会，正在加强HWC和RU的课程调整和教学改进。此外，HWC还为教职员工提供了更多的研究和专业发展机会。一项全面的评价计划通报和评价上述努力。年度评价提供对基准的持续监测，并允许在征聘和教学战略方面进行任何必要的中期调整。总结性评价利用在整个项目期间收集的数据，评估项目的总体成功情况以及各项目组成部分对项目目标的相对贡献。结果通过STEM和STEM教育学科的地方、区域和国家会议传播，在STEM教育期刊上发表，并作为Sencer示范课程分发。智力上的优点。首先，拟议的课程改进有助于提高STEM学科教与学的学术水平。具体地说，对课程组成部分的评估决定了由NSF支持的Sencer倡议发起的公民参与方法是否适用于STEM专业。其次，评估计划涉及影响学生在STEM学科取得成功的因素以及STEM招生、留校和毕业方面各种战略的有效性的基本研究问题。更广泛的影响。由于妇女和儿童权利中心招收的少数族裔(73%的妇女权利委员会；37%的妇女权利委员会)和妇女(60%的妇女权利委员会；68%的妇女权利单位)的比例很高，拟议的活动扩大了代表不足的群体参与STEM学科的范围。RU-HWC伙伴关系加强了STEM教育的基础设施，并建立了STEM教育从业者的区域社区。有一定比例的北卡罗来纳大学STEM专业学生寻求中等教育证书，因此这些活动增加了STEM中等教育学生的数量，并为这一学生群体树立了积极学习和公民参与教学的榜样。因此，这些活动加强了芝加哥大都市的中等STEM教育。

Harold Washington College (HWC) and Roosevelt University (RU) are joining in a partnership to significantly and sustainably increase the number of students matriculating in and successfully completing STEM degrees at the respective institutions. Specific numeric goals are (i) to increase the number of HWC students completing STEM associates degrees or transferring to STEM baccalaureate programs by 10%, (ii) to increase enrollment in RU baccalaureate STEM majors by 30%, and (iii) to increase the number of RU baccalaureate degrees awarded in STEM majors by 20%. The project is using the following components to reach these numeric goals. I. Retention. Both HWC and RU are focusing on increasing retention of STEM students through curricular enhancements in core courses taken by first- and second-year STEM majors, and through enhanced student support services. Curricular improvements include widespread adoption of active learning pedagogies, civic engagement themes, and class-based research experiences by participating STEM faculty at both institutions. Student support includes peer tutoring and supplemental instruction in critical STEM courses. Additionally, HWC provides STEM students with tailored basic skills courses and science methods courses appropriate to that institution. II. Research. RU faculty are providing undergraduate research opportunities to first- and second-year science STEM students from both institutions. Research activities include student stipends, a research methods seminar, and an annual joint HWC-RU student-faculty research forum. III. Student Scholarships. Both HWC and RU have high percentages of part time students who simultaneously work and attend school. At both institutions, a limited number of scholarships are being offered to declared STEM majors in order to assist students in maintaining full time STEM study. IV. Faculty development. Curricular alignment and pedagogical improvements at both HWC and RU are being reinforced through annual joint RU-HWC faculty professional development seminars. Additionally, HWC faculty are offered expanded opportunities for research and professional development. A comprehensive evaluation plan informs and evaluates the above efforts. Annual evaluations provide a continuous monitoring of benchmarks and allow for any needed mid-course adjustments in recruitment and instructional strategies. The summative evaluation draws from data collected throughout the project period and assesses the overall success of the project and the relative contributions of the various project components to project goals. Results are disseminated through local, regional and national meetings in STEM and STEM education disciplines, publication in STEM education journals and distribution as SENCER model courses. Intellectual merit. First, the proposed curricular enhancements contribute to scholarship of teaching and learning in STEM disciplines. Specifically, evaluation of curricular components determine whether the civic engagement approach sponsored by the NSF-supported SENCER initiative is adaptable for use with STEM majors. Second, the evaluation plan addresses fundamental research questions on factors influencing student success in STEM disciplines, and the effectiveness of various strategies on STEM enrollments, retention and graduation. Broader Impacts. Because HWC and RU enroll high percentages of minorities (73% HWC; 37% RU) and women (60% HWC; 68% RU), the proposed activities broaden the participation of underrepresented groups in STEM disciplines. The RU-HWC partnership enhances infrastructure for STEM education and builds a regional community of STEM education practitioners. A percentage of RU STEM majors seek secondary education certificates, and thus the activities increase the number of STEM secondary education students and model active learning and civic engagement pedagogies to this community of students. The activities therefore strengthen secondary STEM education in metropolitan Chicago.