Santiago Canyon College STEM Scholars Academy

圣地亚哥峡谷学院(SCC)是南加州的一所社区学院，有8978名学生，其中44%是西班牙裔，56%是低收入者，68%在大学数学水平以下，75%是第一代大学生。圣地亚哥峡谷学院STEM学者学院将使最有需求和最大潜力的低收入STEM专业(基于平均绩点和教师推荐)能够进入或保持全日制招生，增加对学术和支持服务的使用，参与教育和实习机会。SCC认识到其在满足该地区STEM行业的劳动力需求以及为弱势学生和代表不足的学生提供接受高等教育和高薪就业机会方面的作用，制定了STEM计划，通过改善外展和大学准备、咨询、改进教学计划、支持服务和转学合作伙伴关系，提高学院加强STEM途径的能力。通过S-STEM项目，SCC每年将向低收入STEM专业颁发17-28个奖学金，并将受助者与校园内的STEM支持服务和计划联系起来，以实现以下目标：(1)增加低收入STEM专业全日制招生人数；(2)增加全日制招收未被充分代表的少数民族STEM专业人数；(3)减少工作时间和/或增加对STEM服务和资源的参与度；(4)增加平均绩点不低于3.0的STEM专业毕业生人数；以及(5)增加未被充分代表的STEM专业学生参与实习。由于许多低收入和少数族裔大学生在社区大学开始他们的高等教育途径，该项目的结果与作为STEM学位和就业途径的社区大学的广泛受众有关。关于财政支持与广泛的支持服务相结合以提高STEM学位完成率的影响的项目调查结果，将被用于为社区大学的战略规划和指导项目发展提供信息，该模型帮助决策者确定最有潜力从奖学金和支持服务中受益的学生，以及转学和就业(特别是在低收入和代表性不足的学生中)。将利用有针对性的传播来吸引STEM教职员工和院长，以及财政援助和基金会官员，与那些最有可能采用或适应该项目有效做法的人分享最佳做法。

Santiago Canyon College (SCC) is a community college in Southern California, with 8,978 students, of whom 44% are Hispanic, 56% are low-income, 68% place below college-level math, and 75% are first-generation college students. The Santiago Canyon College STEM Scholars Academy will enable low-income STEM majors with the greatest need and greatest potential (based on grade point average and faculty recommendation) to enter or maintain full-time enrollment, increase use of academic and support services, participate in educational and internship opportunities. Recognizing its role to address the workforce needs of STEM industries in the region and to provide access to higher education and high-wage employment for disadvantaged and underrepresented students, SCC has instituted a STEM initiative to increase the college's capacity to strengthen STEM pathways through improved outreach and college preparation, advisement, enhanced instructional programs, support services, and transfer partnerships. Through this S-STEM project, SCC will award 17-28 scholarships each year to low-income STEM majors and connect recipients to the STEM support services and programs on campus to achieve the following objectives: (1) increase the number of low-income STEM majors enrolled full-time; (2) increase the number of underrepresented minority STEM majors enrolled full-time; (3) reduce work hours and/or increase participation in STEM services and resources; (4) increase the number of students who graduate or transfer with a minimum 3.0 grade point average; and (5) increase the participation of underrepresented STEM majors in internships. Because many low-income and minority college students start their higher education pathways at a community college, the results of this project are pertinent to a wide audience of community colleges serving as pathways to STEM degrees and employment. Project findings regarding the impact of financial support integrated with extensive support services to increase completion of STEM degrees, a model to help decision makers identify students with the greatest potential to benefit from scholarship and support services, and transfer and entrance into employment (especially among low-income and underrepresented students) will be used to inform community college strategic planning and guide program development. Targeted dissemination will be used to engage STEM faculty and deans, and financial aid and foundation officers to share best practices with those most likely to adopt or adapt effective practices of the project.