Promoting STEM Student Success through Individualized Coaching and Interdisciplinary Community

杜佩奇学院（COD） STEM学生成功计划将通过使用STEM学习社区、本科研究和个性化学术援助，为STEM学生提供有针对性的支持，以提高本科生的坚持能力。COD将向大约56名学生颁发奖学金，用于完成两年的化学、物理或工程专业的毕业或转学。选择这些专业的原因是它们的学术严谨性、广泛使用数学，以及与四年制大学和国家实验室的现有研究合作关系。STEM学生成功教练将提供个人，队列，特定项目和跨学科指导，作为解决社区大学STEM学科流失的经济有效方法。项目目标是(1)增加经济困难和有学术天赋的学生在STEM项目中毕业或转学的人数；(2)通过个性化和小组支持系统提高STEM学生的保留率和完成率。通过利用大学资源，包括与四年制大学和国家实验室合作开展研究实习，与行业咨询委员会合作分享STEM职业道路，与STEM专业人士进行讨论等，可以增加教育机会。形成性和总结性评估将允许项目团队在持续的基础上评估项目的所有组成部分。定量/定性数据将为方案决策提供信息，从而形成可复制的模式，并通过各种专业渠道传播。其结果将是一个学生支持服务的模式，可以在其他两年制和四年制院校复制。

The College of DuPage (COD) STEM Student Success program will provide targeted STEM student support through the use of STEM learning communities, undergraduate research and individualized academic assistance to improve persistence among undergraduate students. COD will award scholarships to approximately 56 students to complete a two-year program for graduation or transfer in either Chemistry, Physics, or Engineering - programs chosen for their academic rigor, extensive use of math, and existing research partnerships with four-year institutions and national laboratories. A STEM Student Success Coach will provide individual, cohort, program-specific, and interdisciplinary guidance as a cost-effective way of addressing attrition in STEM disciplines at the community college level. Program objectives are to (1) Increase the number of financially needy and academically talented students who graduate or transfer in a STEM program; and to (2) Improve the retention and completion rates of STEM students through individualized and group support systems. Enhanced educational opportunities exist through the leveraging of college resources, including partnerships with four-year institutions and national laboratories for research internships, collaboration with industry advisory boards to share STEM career paths, discussions featuring STEM professionals, and more. Both formative and summative evaluations will allow the project team to assess all components of the program on an ongoing basis. Quantitative/qualitative data will inform program decisions, resulting in a replicable model, disseminated through a variety of professional outlets. The result will be a model of student support services that may be replicated at other two and four year institutions.