Machias Initiative for Science and Technology (MIST)

马基亚斯科学技术倡议 (MIST)

• 批准号: 1432436
• 负责人: William Otto
• 金额: $ 34.97万
• 依托单位: University of Maine at Machias
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-01 至 2018-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1432436&HistoricalAwards=false
• 关键词: Machias; Initiative; Science; Technology; MIST

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?

MIST 项目旨在提高缅因大学马基亚斯分校 (UMM) STEM 专业的成功率，这是一所小型乡村公立文理学院，其课程围绕环境和社区可持续发展问题展开。与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较低，UMM 擅长提供关键教育和劳动力发展，但科学专业的保留率和毕业率低于同行。从大学第一年到第二年的坚持被认为是限制学生成功的关键瓶颈。 MIST 项目将利用已证明可提高保留率的实践来改变科学专业新生的第一年经历，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学生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) 设立为期 10 天的暑期项目和其他支持，帮助高危学生过渡到大学；(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，同时确保学生能够在当地获得报酬丰厚的工作。调查人员将采用关键的最佳实践来提高第一年到第二年的保留率。具体而言，他们将采取以下四项举措：(1) 实施为期 10 天的过渡计划和宿舍学习社区，以支持向大学过渡，并克服高危学生和服务不足的学生（例如家庭中第一个大学入学者、农村贫困学生和少数民族学生）的入学和成功障碍。用于衡量成功的问题包括：桥梁课程的各个要素在以下方面的效果如何：(a) 提高 STEM 兴奋度和决心；(b) 减少对发展性数学课程的需求；(c) 培养有效的学习技能；(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，通过提供高度集成的结构化小组指导，提高学生的坚持和成功。 课堂和实验室活动。用于衡量成功的问题包括：SI/辅导对 (a) 学生在辅导课程中的表现和 (b) 一般 MIST 计划目标（对 STEM 课程和职业的兴奋、决心、学习技能、意识和兴趣）有何影响（如果有的话）？(3) 转变所有一年级 STEM 课程的教学，纳入更多基于探究和问题的学习、职业意识和参与性现场经验。用于衡量成功的问题包括：关键基础课程教学改革的哪些要素（内容、教学技术、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相关？（4）为一年级学生培养职业意识和准备活动和资源。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？