The CLASS Project: Community of Learners Achieving Science Success 2012-2017

该项目面向农村背景的理科本科毕业生或第一代大学毕业生，特别欢迎在学生中占很大比例的女性参与者。维特博大学（Viterbo University）将向两组学生颁发奖学金，每组12名学生获得四年的资助，招收攻读生物化学、化学或数学物理学位的学生。CLASS（实现科学成功的学习者社区）学者是高中GPA至少为3.3，ACT成绩为24分或以上，并且有经济需要的学生。维泰博利用其与在物理科学领域代表性不足的学生合作的经验，在学术上支持学生，帮助他们克服任何准备不足，并提供同伴指导、本科生研究机会和社会激励，以提高学生的保留率和成功。Viterbo让选择进行本科生研究的CLASS学者能够在同行评议的论坛上展示或发表他们的研究结果。CLASS学者是学习者社区的一部分，该社区在大学入学和学习技能发展方面有干预，以及积极的数学和科学辅导。该项目还提供工作见习、介绍不同的科学职业、积极的同伴指导以及基于科学的服务学习机会。该项目扩展了之前S-STEM奖项的研究成果，并由一个在与有才华但准备不足的学生合作方面经验丰富的团队领导。它继续增加如何增加科学教育成功机会的知识基础，特别是对于来自农村背景的第一代学生。该项目正在导致代表性不足的学生更多地参与物理科学。该项目正处于一个明确的轨道上，旨在为更多元化的STEM研究生或高素质和多元化的STEM劳动力做出贡献，这两者都能满足国家的需求。

This project is graduating bachelor-degreed science majors from rural backgrounds, or as first-generation college graduates, and is especially welcoming women participants who make up a large fraction of their student body. Viterbo University is awarding scholarships to two cohorts of 12 students each, to receive four years of support and is enrolling students who are pursuing degrees in biochemistry, chemistry, or mathematical physics. The CLASS (Community of Learners Achieving Science Success) scholars are students with a high school GPA of at least 3.3, an ACT score of 24 or above, and who have documented financial need. Using their experience in working with students underrepresented in the physical sciences, Viterbo is supporting the students academically so they overcome any deficiencies in preparation and is offering peer mentoring, undergraduate research opportunities, and social motivation to enhance the students' retention and success. Viterbo is enabling the CLASS scholars who elect to conduct undergraduate research to present or publish their findings in a peer-reviewed forum. The CLASS scholars are part of a Community of Learners that has interventions in college orientation and study skill development, as well as aggressive mathematics and science tutoring. The project is also offering job shadowing, introduction to diverse science careers, active peer mentoring, and opportunities for science-based service learning.The project is extending findings from a prior S-STEM award and is being led by a well-qualified team experience in working with talented but under-prepared students. It continues to add to the knowledge base of how to enhance the opportunities for success in science education, particularly for first-generation students from rural backgrounds.The project is leading to increased participation of underrepresented students in the physical sciences. The project is on a clear trajectory to contribute to a more diversified pool of STEM graduate students or to a highly-qualified and diversified STEM workforce, both of which are addressing national needs.