SEU Living Learning Community/Active Learning (LLCAL) Project

德克萨斯州奥斯汀的圣爱德华大学将通过创建多种活动来丰富学生的学习和大学经历，提高学术成功的可能性，促进学生对STEM学位的满意度，坚持和完成，并为学生的STEM职业生涯做好准备。一个夏桥计划，以准备进入学生，干生活学习社区的一年级学生，以及基于课程和夏季研究经验将丰富学生的学习。教师还将改变生物学，化学，数学和计算机科学的STEM第一年课程的教学方法，以采用更积极，经验和同伴学习策略。选定的第二年STEM课程将开发，为学生提供进一步的机会，从事STEM研究，提高他们的沟通技巧。该项目将为像圣爱德华这样的文理学院提供一个有用的模式，以加强学生在早期STEM课程中的成功，这一时期对学生的保留和STEM学习的长期成功非常重要。作为一个西班牙裔服务机构，圣.爱德华是特别有利的模型和研究这些干预措施的影响，在西班牙裔和女性学生的经验，谁是在全国STEM毕业生代表不足.关键项目组成部分包括：基于宿舍的STEM生活学习社区，强调第一年门户STEM课程中的小组互动的课程，夏季研究经验，二年级的课程经验，旨在保持社区凝聚力和提高学生的研究和沟通能力，课程安排，旨在创建学生群体，教师研讨会和教师学习社区，以支持使用新的教学策略。该项目的研究计划将研究这些干预措施的效果，包括队列安排对STEM学生学习成果的影响、共享队列生活对协作学习的影响以及大二项目要素的影响。该计划侧重于科学交流，道德和创业精神，旨在提高学生的保留率和学术成功。在制定和评估一套旨在深化STEM学习的创新干预措施的影响时，该项目将为所有寻求加强STEM本科生，特别是代表性不足群体的学生的成功的机构提供模型和经验教训。

St. Edward's University in Austin, Texas, will conduct a significant transformation of the first-year experience for all beginning college STEM majors by creating multiple activities to enrich students' learning and college experience, enhance the likelihood of academic success, promote students' satisfaction with, persistence in, and completion of STEM degrees, and prepare students for STEM careers. A Summer Bridge Program to prepare entering students, STEM-Living Learning Communities for first-year students, and course-based and summer research experiences will enrich student learning. Faculty will also shift the pedagogical approach in STEM first-year courses in biology, chemistry, mathematics and computer science to feature more active, experiential, and peer learning strategies. Selected second-year STEM courses will be developed to provide further opportunities for students to engage in STEM research and improve their communication skills. The project will provide liberal arts colleges like St. Edward's with a useful model for strengthening student success in early STEM courses, a period that is important to student retention and long-term success in STEM study. As an Hispanic-serving institution, St. Edward's is especially well-positioned to model and study the impact of these interventions in the experiences of Hispanic and women students, who are underrepresented nationally among STEM graduates.Key project components include: residence hall-based STEM Living-Learning Communities, pedagogies emphasizing group interaction within first-year gateway STEM courses, summer research experiences, sophomore course experiences designed to maintain community cohesiveness and increase students' research and communication skills, course scheduling designed to create student cohorts, and faculty workshops and a faculty learning community to support the use of new pedagogical strategies. The project's research program will study the effect of these interventions, including the impact of cohort scheduling on student learning outcomes in STEM, the influence of shared cohort living on collaborative learning, and the impact of elements of the sophomore program. This program focuses on scientific communication, ethics, and entrepreneurship with the aim of increasing students' retention and academic success. In developing and evaluating the impact of a set of innovative interventions designed to deepen STEM learning in the first two years, the project will provide models and lessons to all institutions seeking ways to strengthen the success of STEM undergraduate students, especially students from underrepresented groups.