STAR Chemistry Program: Inspiring, Educating, and Preparing Young Science Talent for an American Ready Workforce

通过星星化学项目，沃尔什大学的首席研究员团队试图增加完成化学学位的经济困难学生的数量。 采用了一种队列模式，以便于留住16名参与者。 学生参加活动，加强他们的自我认同作为化学家，生活和学习社区内上课，并建立与教师导师的关系。 该项目的一个独特之处是创新的化学课程，将美国化学学会（ACS）认证学位的标准与课程和实习相结合，以培养具有适合该地区劳动力需求的专业知识的毕业生。 为了吸引合格的候选人和扩大参与，一个全面的招聘计划，涉及与高中学生互动，校园科学研讨会，当地和区域科学博览会，使用学生数据库提供商，并聘请特定项目的招生顾问。S-STEM学者参加了重新设计的研究计划，该计划旨在解决化学毕业生所需技能与当地行业所确定技能之间的现有差距。 新课程包括职业研讨会系列，化学实习，以及材料，环境，燃料和能源化学课程。 学术课程增加了以证据为基础的保留策略，例如以五个基本主题（社区建设，多样性，整合，主动学习和反思/评估）为基础的学习社区，激励教师指导，第一年研讨会和可选的本科生研究。 通过评估和评价产生的数据支持的理由，就业动机的学生谁提供了应用课程和课外援助成为自我认同的化学家谁是通过毕业保留。 形成性和总结性评价的重点是是否（a）识别和招募学术人才的学生多样化的人口计划的目标，（B）增加化学专业的保留，（c）准备学生的技能进入劳动力得到满足。 对学生的进步和准备情况进行评估。 学生们被调查项目的组成部分的效果。 项目成果的传播为使用以行业为中心的课程作为留住STEM学生的手段提供了一个模式。项目团队通过ACS和俄亥俄州科学院的年度会议以及通过在《化学教育杂志》和《大学科学教学杂志》等期刊上发表评估结果来介绍他们的工作。项目成果包括总结性评估的结果和为新课程开发的课程材料。

Through the STAR Chemistry project the Principle Investigator team at Walsh University seeks to increase the number of economically disadvantaged students who complete a degree in chemistry. A cohort model is used to facilitate the retention of 16 participants. The students participate in activities that strengthen their self-identity as chemists, live and take classes within a learning community, and build relationships with faculty mentors. A unique feature of the project is the innovative chemistry curriculum which integrates the American Chemical Society (ACS) criteria for a certified degree with coursework and internships in order to produce graduates with expertise that fits the workforce needs of the region. In order to attract eligible candidates and broaden participation, a comprehensive recruitment plan that involves interacting with students at high schools, on-campus science workshops, and local and regional science fairs, using student database providers, and hiring a project-specific Admissions Advisor is initiated. The S-STEM scholars take part in a redesigned program of study that addresses the existing gap in skills needed by chemistry graduates and those identified by local industry. The new curriculum includes a Career Seminar Series, a Chemistry Internship, and courses in Materials, Environmental, and Fuels and Energy Chemistry. The academic program is augmented with evidence-based strategies for retention such as a learning community grounded in five essential topics (community building, diversity, integration, active-learning, and reflection/assessment), motivational faculty mentoring, a first year seminar, and optional undergraduate research. Data generated through assessment and evaluation support the rationale that employment-motivated students who are provided with an applied curriculum and co-curricular assistance become self-identified chemists who are retained through graduation. Formative and summative evaluation focuses on whether or not the program objectives of (a) identifying and recruiting a diverse population of academically talented students, (b) increasing chemistry major retention, and (c) preparing students with skill to enter the workforce are met. Assessment of students' progress and preparedness is performed. The students are surveyed about the effectiveness of the project's components. Dissemination of the project results provides a model for using an industry-centered curriculum as a means of retaining STEM students. The project team presents their work through annual meetings of the ACS and the Ohio Academy of Sciences and through publication of evaluation findings in journals such as the Journal of Chemical Education and the Journal of College Science Teaching. Project deliverables include results of summative evaluation and the course materials developed for the new curriculum.