Implementation Grant: A Model for Achieving Success in STEM (AMASS): Positive Feedback Interactions Between Minority and Nontraditional Students and STEM Faculty

密苏里州林肯大学的这个项目名为：在STEM领域取得成功的模式（AMASS）：少数民族和非传统学生与STEM教师之间的积极反馈互动，将教师发展努力与提高非传统、少数民族和代表性不足的学生的留存率和综合培训的活动联系起来，这些学生目前不是本科STEM学科的目标。这些学生群体的独特需求与他们对STEM教师的挑战有关。林肯大学认为它的方法是独一无二的，结果是可持续的，而且这种模式是可移植的。AMASS有四个目标：1)招收具有STEM兴趣和成功潜力的非传统学生，这些学生可能不符合标准定量指标所显示的高成就学术能力；2) STEM教师，面对越来越多的“看门人”课程中异质学生群体的挑战，将使用课程-学习模式来识别和弥合阻碍理解和理解核心科学和数学原理的概念差距；3)建立同伴辅导计划，加强导师和学员（包括中等科学教育专业的学生）的STEM能力；4)数学、化学、物理和生物的跨学科课程将在入门课程中强调定量推理、批判性思维技能和沟通技巧。包括独立研究，专业服务和实习，以建立专业知识和建立支持网络的经历构成了大三和大四的核心。参加AMASS项目将使学生准备整合他们的STEM教育经验，并在STEM劳动力中利用这些综合技能。STEM学科的体验式学习将提高项目参与者的批判性思维技能和定量推理能力，无论他们是毕业生、STEM教育工作者还是专业人士。

The project at Lincoln University in Missouri entitled: A Model for Achieving Success in STEM (AMASS): Positive Feedback Interactions between Minority and Nontraditional Students and STEM Faculty, links faculty development efforts with activities that increase retention and integrated training for nontraditional, minority and underrepresented students who are not currently targeted in undergraduate STEM disciplines. The unique needs of this student population are linked with the challenges they represent for STEM faculty. Lincoln University believes that its approach is unique, that outcomes are sustainable, and that the model will be transportable. AMASS has four goals: 1) recruitment of nontraditional students with STEM interest and potential for success who may not fit the profile of high achieving academic ability as demonstrated by standard quantitative measures; 2) STEM faculty, faced with increasing challenges of a heterogeneous student population in gatekeeper courses, will use a lesson-study model to identify and bridge conceptual gaps that hinder comprehension and understanding of core science and math principles; 3) peer mentoring programs that strengthen STEM competencies of mentors and mentees, including secondary science education majors, will be established; and 4) cross-curricular programs in math, chemistry, physics and biology will emphasize quantitative reasoning, critical thinking skills and communication skills in introductory courses. Experiences that include independent research, professional service and internships to build professional expertise and establish support networks form the core of the junior and senior years. Participation in the AMASS program will prepare students to integrate their STEM education experience and utilize those integrative skills in the STEM workforce. Experiential learning in STEM disciplines will increase the critical thinking skills and quantitative reasoning ability of project participants whether they are graduates, STEM educators or professionals.