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

EAST Alliance for Students with Disabilities in STEM是什么意思？第二阶段项目？？寻求建立在以前的成就[东奖，HRD-0333316]，并通过与区域合作伙伴的重点方法，创造一个全面的？管道的支持，？作为全国高等院校的样板？他们正在推动高中生、本科生和研究生在STEM方面的残疾学生。 主要机构是南缅因州大学，与三个副学士学位授予机构（南缅因州社区学院，中央缅因州社区学院，地标学院）和四所高中（波特兰？s迪林，卡斯科湾和波特兰高中，以及邦尼鹰高中，服务于巴克斯顿，霍利斯，斯坦迪什和利明顿社区）。 该项目的两个主要目标是：增加在小学和中学后教育伙伴机构就读STEM专业，特别是自然、生物、化学和物理科学、技术、工程和数学专业的残疾学生人数，增加成功完成副学士学位的本科生和研究生人数，获得STEM学科的学士学位和研究生学位，并进入STEM劳动力市场。 优雅的？成功的步骤？包括两个主要焦点：为残疾高中生提供有针对性的STEM学习体验，并为残疾本科生提供STEM学术支持和研究经验。高中干预措施将包括高中三年级和四年级的实地科学研究机构，高中四年级的大学学分数学课程，以及高中数学、科学和特殊教育教师的专业教育发展。大学一级的干预措施将包括一个学习社区的新生和转学生，一个新生课程的学术自我管理，一个研究课程的大学生和大三学生，本科研究奖学金在实验室，使用？学生支持团队？整合来自项目和大学工作人员的学生支持，以及一系列关于如何实施的教师教育培训？教育的通用设计该项目将由教育发展中心的一个团队进行评估，由Babette Moeller博士领导，使用混合方法进行形成性和总结性评估。 传播将集中在缅因州南部地区的机构，以及与全国中学后观众分享的模式。

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.