Oswego SMILES (Science & Math Increased Learning Experiences in STEM)

位于奥斯威戈的纽约州立大学学院（SUNY College at Oswego）通过提高前两年入学学生的留校率，让更多拥有STEM学位的学生毕业。他们的自我研究（干预措施的基础）确定了在大一到大二或大二到大三期间没有保留STEM专业的主要原因。三个主要原因是学生转到非stem专业，学业不合格，或者在学习成绩良好的情况下离开大学。对机构数据的细化指出，化学和数学中存在问题的课程是导致留校问题的关键瓶颈。通过实施一项五点计划，该计划利用了他们自己的机构数据，并借鉴了文献中报道的有效实践，纽约州立大学奥斯威戈分校在5年内将STEM毕业生的数量净增加了20%。实施的第一个组成部分是为即将入学的STEM专业学生扩展一个成功但规模较小的夏季桥梁数学营，并在营中添加化学内容。第二部分是利用化学和物理课上未充分利用的时间，增加“上下文中的数学”问题和讨论。第三个组成部分是通过使用嵌入式导师，加强对上门学生和目标课程的辅导服务。第四个组成部分是系统地为大一和大二STEM专业的高年级学生提供同伴指导。最后一个组成部分是为学生在校园的第一年提供本科研究经验。由于研究人员正在优化现有的资源，如课程实验室和辅导中心，这个多管齐下的项目的各个方面能够在其他高等教育机构实施。夏季桥梁数学和化学营特别有效地使有风险的学生在开始他们的第一学期时处于成功的强势地位。“情境中的数学”项目既是强制性的，也是面向大量学生的，因为它是在STEM专业的大量招生课程中实施的，而这些课程往往是潜在STEM毕业生的绊脚石。这个小型的本科生研究项目针对的是那些能够从该学科的早期沉浸体验中获益最多的学生。调查人员通过在校园和附近的学院和大学为同事组织讨论和研讨会来分享他们的有效做法。

SUNY College at Oswego is graduating more students with STEM degrees by increasing the retention of matriculated students during their first two years of study. Their self-study on which the interventions are based, identified key reasons declared STEM majors were not retained between freshman and sophomore years or between sophomore and junior years. The three principal reasons are students switching to non-STEM majors, becoming academically disqualified, or leaving the university while still in good academic standing. Refinement of institutional data pinpointed problematic courses in Chemistry and Mathematics as particular key choke points contributing to the retention problem.By implementing a five-point plan that draws on their own institutional data and informed by effective practices reported in the literature, SUNY Oswego is increasing their number of STEM graduates over a 5 year period by a net 20%. The first component being implemented is the expansion of a successful, but small, summer bridge Math Camp for incoming STEM majors, and adding Chemistry content to the camp. The second component is taking advantage of under-utilized time in Chemistry and Physics classes to add "Math in Context" problems and discussion. The third component is enhancing tutoring services both for walk-in students and for targeted courses by utilizing embedded tutors. The fourth component is systematizing peer mentoring by upperclassmen for freshman and sophomore STEM majors. The final component is providing undergraduate research experiences for students during their first years on campus.Aspects of the multi-pronged program are capable of being implemented at other institutions of higher education since the investigators are optimizing resources that are already in place such as course laboratories and tutoring centers. The summer bridge Math and Chemistry Camp is especially effective at enabling at-risk students to start their first semester in a strong position to succeed. The Math in Context program is both mandatory and reaching a large number of students since it is implemented within large-enrollment courses taken by STEM majors that too-often are stumbling blocks to possible STEM graduates. The small undergraduate research component is targeting students that could most benefit from an early immersion experience in the discipline. The investigators are sharing their effective practices by organizing discussions and workshops for colleagues on campus and at nearby colleges and universities.