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

实施补助金：在 STEM 领域取得成功的模式 (AMASS)：少数族裔和非传统学生与 STEM 教师之间的积极反馈互动

• 批准号: 1036091
• 负责人: Jennifer Benne
• 金额: $ 207.79万
• 依托单位: Lincoln University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-10-01 至 2017-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1036091&HistoricalAwards=false
• 关键词: Implementation; Grant; Model; Achieving; Success

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.

密苏里州林肯大学的这一项目名为：在STEM中实现成功的模式(MASS)：少数族裔和非传统学生与STEM教师之间的积极反馈互动，将教师发展努力与活动联系起来，这些活动增加了对目前不是本科STEM学科目标的非传统、少数族裔和代表性不足的学生的留存和综合培训。这些学生群体的独特需求与他们对STEM教师提出的挑战联系在一起。林肯大学认为，它的方法是独特的，结果是可持续的，而且这种模式将是可移植的。GAMAS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量化衡量标准所表明的高成就学术能力的概况；2)STEM教员在看门人课程中面临着学生群体多样化的日益增长的挑战，将使用课本研究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)将建立同伴辅导计划，以加强导师和被辅导者，包括中级科学教育专业的STEM能力；4)数学、化学、物理和生物的交叉课程将在入门课程中强调定量推理、批判性思维能力和沟通能力。包括独立研究、专业服务和实习在内的经验构成了低年级和高年级的核心，以建立专业知识和支持网络。参加ASMAS计划将为学生整合他们的STEM教育经验并在STEM劳动力中使用这些综合技能做好准备。STEM学科的体验式学习将提高项目参与者的批判性思维能力和定量推理能力，无论他们是毕业生、STEM教育工作者还是专业人士。