The Austin Community College District S-STEM Program: Increasing Academic Opportunities for Community College Students in Biotechnology and Environmental Science

S-STEM奖学金颁发给24名攻读生物技术或环境科学副学士学位课程的全日制学生。学生从高中、非营利组织和学院的学生群体中招募；根据经济需要和学术人才遴选；支持基础设施，包括学习社区、持续监测、附加咨询、基于问题的学习项目、行业联系和实习（现有的学位组成部分）。目标1。透过课程及课外活动，加强及增加学生支援服务；2. 通过基于问题的学习（PBL）和同伴领导的团队学习（PLTL）改善学术支持；3. 增加生物技术和环境科学方面受过教育和技术熟练的雇员人数；4. 在当地工业、学术和政府实验室提供实习机会；5. 提供就业安排或职业发展方面的协助；6. 通过两个学位课程之间的学习社区增加学生网络。智力优势学术模式：在基于问题的学习（PBL）中，学生以小组为单位解决与结构化课程相关的问题。学生系统地定义解决问题所需要的信息和可用的资源。随着熟练程度的提高，PBL活动变得更加复杂，以反映很少线索的现实情况。在以同伴为主导的团队学习（PLTL）中，学生在训练有素的同伴领导下以团队形式解决结构化问题，大量学生通过课程材料和学习小组之间的互动参与其中。在12所院校进行的一项为期10年的研究评估表明，PLTL方法提高了学生的表现和保留率、沟通、课程满意度以及继续学习科学的兴趣。跨两个相关学科的交流，生物技术和环境科学，以及PBL活动的实施，可以作为支持其他学术和劳动力准备领域的参与和成功的一般模式。此外，通过消除经济困难、有才华的学生的经济障碍，科学领域的多样性得到改善。

S-STEM scholarships are being awarded to a cohort of 24 full-time students in biotechnology or environmental science associate degree programs. Students are recruited from high schools, nonprofit organizations, and the college's student population; selected based on financial need and academic talent, and; assisted by support infrastructures including a learning community, ongoing monitoring, added counseling, problem-based learning projects, industry contact, and internships (an existing degree component). Objectives 1. Enhance and increase student support services via curricular and extracurricular activities; 2. Improve academic support through Problem Based Learning (PBL) and Peer-Led Team Learning (PLTL); 3. Increase the number of educated and skilled employees in biotechnology and environmental science; 4. Provide an internship in local industry and academic and governmental labs; 5. Provide assistance with job placement or career advancement; 6. Increase student networking through a learning community between the two degree programs. Intellectual Merit Academic Models: In Problem Based Learning (PBL), students work in small groups to solve a structured curriculum-related problem. Students systematically define what information is needed and what resources are available to solve a problem. As proficiency increases, PBL activities become more complex to reflect realistic situations with few clues. In Peer-Led Team Learning (PLTL), a learning model where students work in teams to solve structured problems under a trained peer leader, large numbers of students are engaged through both course material and interaction among study groups. Evaluation of a 10-year study in 12 institutions shows that the PLTL approach improved performance and retention, communication, course satisfaction, and interest in pursuing further study in science. Broader Impact Communication across two related disciplines, biotechnology and environmental science, and the implementation of PBL activities, can serve as a general model for supporting engagement and success in other academic and workforce preparation fields. Also, by eliminating economic barriers for financially needy, talented students, diversity in the sciences is improved.