Machias Initiative for Science and Technology (MIST)

MIST项目旨在提高缅因大学马基亚斯分校（UMM） STEM专业学生的成功率。这是一所小型的农村公立文理学院，其课程围绕环境和社区可持续性问题建立。就像许多农村和经济困难地区的大学一样，这些地区的受教育程度长期明显较低，UMM在提供关键教育和劳动力发展方面表现出色，但理科专业的留校率和毕业率低于同龄人。从大学一年级到第二年的坚持被认为是限制学生成功的关键瓶颈。MIST项目将改变科学专业大一新生的第一年体验，采用已证明可以提高留校率的做法，特别关注那些具有与高辍学率相关的风险因素的学生的需求，例如贫困，是家庭中第一个上大学的人，或属于服务不足的少数群体。该项目将在前期工作取得成功的基础上，通过(1)建立一个为期10天的暑期项目和其他支持，帮助有风险的学生过渡到大学；(2)重组辅导服务，以补充学生在课堂上接受的指导；(3)纳入更多基于探究和解决问题的学习经验；(4)开发更好的职业意识和准备方法。增加STEM毕业生的数量将有助于满足劳动力需求，同时确保学生在当地获得回报丰厚的高薪工作。调查人员将采用关键的最佳做法来提高第一年到第二年的保留率。特别是，他们将采取以下四项举措：(1)实施为期10天的桥梁计划和宿舍学习社区，以支持高危学生和服务不足的学生（例如，家庭第一大学学生，农村贫困学生和少数民族学生）向大学过渡，克服出勤和成功的障碍。用于衡量成功的问题包括：桥梁项目的各个要素在以下方面的效果如何：(a)提高STEM的热情和决心，(b)减少对发展性数学课程的需求，(c)创造有效的学习技能，以及(d)提高对引人注目的STEM教育途径和职业的认识？(2)实施补充教学（SI）计划，通过提供与课堂和实验室活动高度结合的结构化小组教学来促进学生的坚持和成功。用于衡量成功的问题包括：科学探究/辅导对(a)学生在辅导课程中的表现和(b)总体MIST项目目标（兴奋、决心、学习技能、对STEM课程和职业的认识和兴趣）有什么影响（如果有的话）？(3)改变所有一年级STEM课程的教学，将更多基于探究和问题的学习、职业意识和引人入胜的实地经验纳入其中。用来衡量成功的问题包括：在关键基础课程的教学中，哪些要素（内容、教学技巧、辅导等）与(a)学生成绩、满意度、信心和参与度的提高以及(b)第一年到第二年的保留率有关？(4)为一年级学生开展职业意识、准备活动和资源。用于衡量成功的问题包括：MIST职业网站和校友-学生交流活动在多大程度上提高了一年级学生对STEM职业机会和教育途径的认识？

The MIST project aims to increase the success of STEM majors at the University of Maine at Machias (UMM), a small, rural, public liberal arts college with a curriculum built around issues of environmental and community sustainability. Like colleges in many rural and economically challenged regions, where educational attainment rates are significantly and chronically lower, UMM excels at providing critical education and workforce development, but science majors have lower retention and graduation rates than their peers. Persistence from the first to the second year of college has been identified as a key bottleneck limiting student success. The MIST project will transform the first-year experience for freshman science majors using practices shown to improve retention, focusing specifically on the needs of students who have risk factors associated with high drop-out rates, such as poverty, being the first in their family to attend college, or belonging to an underserved minority group. The project will build on the success of preliminary work by (1) instituting a 10-day summer program and other supports to help at-risk students transition to college, (2) restructuring tutoring services to supplement the instruction that students receive in classes, (3) incorporating more inquiry-based and problem-solving learning experiences, and (4) developing better approaches to career awareness and preparation. Increasing the number of STEM graduates will help to meet workforce demands while ensuring that students have access to rewarding and well-paid jobs locally.The investigators will adapt key best practices to improve first-to-second-year retention rates. In particular, they will undertake the following four initiatives:(1) Implementing a 10-day bridge program and residence hall learning communities to support transition to college and overcome barriers to attendance and success for at-risk students and underserved students (e.g., first-in-family college attendees, rural poor, and minority students). Questions to be used to measure success include: How effective are the various elements of the bridge program in (a) increasing STEM excitement and determination, (b) decreasing the need for developmental math courses, (c) creating effective study skills, and (d) increasing awareness of compelling STEM educational pathways and careers?(2) Implementing a Supplemental Instruction (SI) program to boost student persistence and success by providing structured group instruction that is highly integrated with classroom and laboratory activities. Questions to be used to measure success include: What effects, if any, does SI/tutoring have on (a) student performance in tutored courses and (b) general MIST program goals (excitement, determination, study skills, awareness of and interest in STEM courses and careers)?(3) Transforming instruction in all first-year STEM courses to incorporate more inquiry- and problem-based learning, career awareness, and engaging field experiences. Questions to be used to measure success include: What elements of transforming the instruction in key foundational courses (content, instructional technique, tutoring, etc.) are associated with (a) an increase in student achievement, satisfaction, confidence, and engagement and (b) first-to-second year retention?(4) Developing career awareness and preparation activities and resources for first-year students. Questions to be used to measure success include: To what degree do the MIST career website and alumni-student exchange activities increase awareness in first-year students of STEM career opportunities and educational pathways?