Minority Student Pipeline MSP

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)牵头，其他核心合作伙伴包括乔治王子郡公立学校(PGCPS)、乔治王子社区学院(PGCC)、马里兰大学园区学院(UMCP)、马里兰大学生物技术研究所(UMBI)和马里兰大学系统(USM)。(MSP)2提议在该国最大的少数族裔占多数的县之一--马里兰州乔治王子县的P-16关键人员之间建立强有力的、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)领域的少数族裔学生渠道。(MSP)2将采用四种策略吸引STEM教师、教师、本科生和高中生：1.在五年的时间里，理科教师将与大约750名4-8年级的教师合作，开发两种不同类型的专业发展计划，围绕通过探究科学教与学的原则设计。2.共有110名高中理科教师将在五年内与大专院校STEM教员一起进行暑期研究。3.在五年内，至少有375名高中生将有机会通过创新的大学早期招生/双重招生计划参加具有挑战性的科学课程。4.将为100名本科代表性不足的少数民族本科生提供教学经验机会(由100名PGCPS理科教师指导)，并为50名本科生提供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)不同的中小学教师探究式专业发展经验和培训对学生的科学兴趣有何影响？在实现不同结果方面，不同的模式是否更有效？对于未被充分代表的少数族裔学生和教师，与非少数族裔相比，这些可能的影响如何？(2)中学科学教师的暑期研究机会，加上专注于科学探究性质的有意学习社区的哪些特点，能够为科学领域的学生，特别是未被充分代表的少数族裔学生，带来更好的课程设置和更大的成功？(3)中学生参加大学早期课程和双重招生课程的机会如何影响学生，特别是未被充分代表的少数族裔，进入大学并选择科学专业的可能性？以及(4)理科专业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教的可能性？早期的研究经验如何影响STEM专业学生完成理科学位的可能性？

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?