RDE-RAD: EAST Alliance for Students with Disabilities in STEM- Phase 2

EAST STEM残疾学生联盟？第二期工程？？寻求在先前成就的基础上[EAST奖，HRD-0333316]，并通过与区域合作伙伴的重点方法，创建一个全面的？管道的支持，？哪一个将成为全国高等教育机构的典范？帮助高中、本科生和研究生学习STEM。主要机构是南缅因大学，与三所副学士学位授予机构（南缅因社区学院、中央缅因社区学院、地标学院）和四所高中(波特兰？包括迪林高中、卡斯科湾高中和波特兰高中，以及为巴克斯顿、霍利斯、斯坦迪什和利明顿社区服务的邦尼鹰高中。该项目的两个主要目标是：增加残疾学生在初级和合作院校学习STEM专业，特别是自然、生物、化学和物理科学、技术、工程和数学专业的人数，增加成功完成STEM学科副学士学位、学士学位和研究生学位并进入STEM劳动力队伍的本科生和研究生人数。精致的？成功的步骤？包括两个主要重点：为高中残疾学生提供有针对性的STEM学习体验，以及为残疾本科生提供STEM学术支持和研究体验。高中干预将包括面向高中三年级和四年级学生的实地科学研究机构，面向高中三年级学生的大学数学学分课程，以及面向高中数学、科学和特殊教育教师的专业教育发展。大学层面的干预措施将包括为大一新生和转学生提供一个学习社区，为大一新生开设一门学术自我管理课程，为大二和大三学生开设一门研究课程，为本科生提供实验室研究奖学金，并使用？学生支持团队？整合学生的支持，从项目和大学的工作人员，以及一系列的教师教育培训如何实施？教育的通用设计？促进学生成功的原则。该项目将由教育发展中心的一个团队进行评估，该团队由Babette Moeller博士领导，采用混合方法进行形成性和总结性评估。传播将集中在南缅因州地区的机构，并与全国高等教育受众分享该模式。

The EAST Alliance for Students with Disabilities in STEM ? Phase 2 project ??seeks to build upon prior accomplishments [EAST award, HRD-0333316] and, through a focused approach with regional partners, create a comprehensive ?Pipeline of supports,? which will serve as a model for institutes of higher education nationally? that are advancing high school, undergraduate, and graduate students with disabilities in STEM. The primary institution is the University of Southern Maine, partnering with three associate degree granting institutions (Southern Maine Community College, Central Maine Community College, Landmark College), and four high schools (Portland?s Deering, Casco Bay and Portland high schools, and Bonny Eagle high school which serves the communities of Buxton, Hollis, Standish and Limington). The two primary goals of the project are : Increasing the number of students with disabilities that enroll in STEM majors, specifically natural, biological, chemical, and physical sciences, technology, engineering and mathematics, at the primary and partner institutions of post-secondary education, and Increasing the number of undergraduate and graduate students who successfully complete associate degrees, baccalaureate degrees and graduate degrees in STEM disciplines and enter the STEM workforce. The refined ?steps for success? include two primary foci: Targeted STEM learning experiences for high school students with disabilities, and providing STEM academic support and research experiences for undergraduate students with disabilities. High school interventions will include field-based science research institutes for high school juniors and seniors, college credit coursework in math for high school seniors, and professional educational development for high school math, science and special education teachers. College level interventions will include a learning community for freshman and transfer students, a freshman course in academic self-management, a research course for sophomores and juniors, undergraduate research fellowships in labs, the use of a ?student support team? integrating student support from project and university staff, and a series of faculty educational trainings on how to implement ?universal design for education? principles to facilitate student success.The project will be evaluated by a team from the Education Development Center, led by Dr. Babette Moeller, using a mixed method approach to conduct both formative and summative evaluations. Dissemination will focus on institutions in the Southern Maine region as well as sharing the model with a national post-secondary audience.