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

STEM残疾学生东区联盟？第二阶段项目寻求在以往成就的基础上[EAST奖，人力资源开发-0333316]，并通过与区域伙伴的重点合作，创建一个全面的支持渠道，？谁将成为全国高等教育机构的典范？帮助高中、本科生和研究生在STEM学习残疾。主要机构是南缅因州大学，与三个授予副学士学位的机构(南缅因州社区学院、缅因州中部社区学院、兰德马克学院)和四所高中(波特兰？S·迪林、卡斯科海湾和波特兰高中，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)合作。该项目的两个主要目标是：增加就读STEM专业的残疾学生人数，特别是在小学和合作的中学后教育机构就读自然、生物、化学和物理科学、技术、工程和数学专业的残疾学生人数，以及增加成功完成STEM学科的副学士学位、学士学位和研究生学位并进入STEM劳动力市场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：针对残疾高中生的STEM学习体验，以及为本科生提供STEM学术支持和研究体验。高中干预措施将包括为高三和高年级学生设立实地科学研究机构，为高中高年级学生开设数学方面的大学学分课程，以及为高中数学、科学和特殊教育教师开展专业教育。大学层面的干预措施将包括一年级和转学学生的学习社区，一年级的学术自我管理课程，二年级和三年级的研究课程，实验室的本科生研究奖学金，使用学生支持小组？整合来自项目和大学教职员工的学生支持，以及一系列关于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，使用混合方法进行形成性和终结性评估。传播将侧重于缅因州南部地区的机构，并与全国中学后受众分享这一模式。

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.