Minority Student Pipeline MSP

少数族裔学生管道 MSP

• 批准号: 0831970
• 负责人: Anisha Campbell
• 金额: $ 992.95万
• 依托单位: University System of Maryland
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-10-01 至 2019-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0831970&HistoricalAwards=false
• 关键词: Minority; Student; Pipeline; MSP

The Minority Student Pipeline Math Science Partnership (MSP)2 is led by Bowie State University (BSU) with the additional core partners of the Prince George's County Public Schools (PGCPS), the Prince George's Community College (PGCC), the University of Maryland College Park (UMCP), the University of Maryland Biotechnology Institute (UMBI), and the University System of Maryland (USM). (MSP)2 proposes to establish a strong, multifaceted partnership among the essential P-16 players in one of the largest minority-majority counties in the country, Prince George's County, Maryland, in order to expand the minority student pipeline in science, technology, engineering, and mathematics (STEM) fields in higher education. (MSP)2 will employ four strategies engaging STEM faculty, teachers, undergraduates, and high school students: 1. Working with approximately 750 teachers in grades 4-8 over five years, science faculty will develop two different types of professional development programs designed around principles of teaching and learning through inquiry science. 2. A total of 110 high school science teachers will engage in summer research experiences over five years with college and university STEM faculty. 3. At least 375 high school students over five years will be offered opportunities to take challenging science courses through an innovative early college/dual enrollment programs. 4. 100 undergraduate underrepresented minority college undergraduate students will be offered opportunities for teaching experiences (with 100 PGCPS science teachers to mentor them) and 50 undergraduate will be offered research experiences over 5 years. (MSP)2 will explore four research strands through four implementation strategies: (1) In what ways do different inquiry-based professional development experiences and training for elementary and middle school teachers influence students'interest in science? Are different models more effective at achieving different outcomes? How do these possible effects compare for underrepresented minority students and teachers versus non-minority? (2) What characteristics of summer research opportunities for secondary science teachers, paired with intentional learning communities focused on the nature of scientific inquiry, lead to enhanced curriculum and greater success for students in science, particularly underrepresented minorities? (3) In what ways do opportunities for secondary students to take early-college and dual-enrollment courses affect the likelihood that students, particularly underrepresented minorities, will attend college and choose science majors? And (4) How do opportunities for undergraduate science majors to teach science lessons in elementary and secondary schools affect the likelihood that science majors will consider a career in teaching? How do early research experiences affect the likelihood that STEM majors will complete science degrees?

少数民族学生管道数学科学伙伴关系（MSP）2由鲍伊州立大学（BSU）领导，其他核心合作伙伴包括乔治王子县公立学校（PGCPS）、乔治王子社区学院（PGCC）、马里兰州大学公园（UMCP）、马里兰州大学生物技术研究所（UMBI）和马里兰州大学系统（USM）。 （MSP）2建议在全国最大的少数民族占多数的县之一-马里兰州的乔治王子县-的主要P-16参与者之间建立强有力的、多方面的伙伴关系，以扩大高等教育中科学、技术、工程和数学（STEM）领域的少数民族学生管道。 （MSP）2将采用四种策略吸引STEM教师，教师，本科生和高中生：1。 在五年内与大约750名4-8年级教师合作， 科学教师将发展两种不同类型的专业 围绕教学原则设计的发展计划 通过探究科学。2. 共有110名高中科学教师将从事暑期研究 在学院和大学STEM教师中有五年以上的经验。3. 至少有375名五年以上的高中生将被提供 机会采取具有挑战性的科学课程，通过创新的 早期大学/双招生计划。4. 100名代表性不足的少数民族大学本科生 将提供教学经验的机会（100 PGCPS 科学教师指导他们）和50名本科生将提供 5年以上的研究经验。（MSP）2将通过四个实施策略探索四个研究方向：（1）不同的基于探究的中小学教师专业发展经验和培训如何影响学生对科学的兴趣？不同的模式是否能更有效地实现不同的结果？这些可能的影响如何比较代表性不足的少数民族学生和教师与非少数民族？ (2)中学科学教师暑期研究机会的哪些特点，与专注于科学探究性质的有意学习社区相结合，导致课程的加强和学生在科学方面的更大成功，特别是代表性不足的少数民族？ (3)中学生参加大学预科和双招生课程的机会如何影响学生，特别是代表性不足的少数民族学生上大学和选择科学专业的可能性？以及（4）理科本科生在中小学教授理科课程的机会如何影响理科专业学生考虑从事教学工作的可能性？早期的研究经验如何影响STEM专业学生完成科学学位的可能性？