Targeted Infusion Project: Addressing the "M" in STEM - Utica Campus Community College (UC3) Improving Interventions and Instruction (I3) through STEM

历史上的黑人学院和大学本科项目（HBCU- up）通过有针对性的输液项目支持基于证据的创新模式和方法的开发、实施和研究，以提高HBCU本科生的准备和成功，使他们可以攻读STEM研究生课程和/或职业。该项目在海因兹社区大学尤蒂卡校区（UC3）开展，旨在制定策略，加强干预和指导，以提高高中生和大学生的数学成绩。尤蒂卡校区99%的学生是非裔美国人，64%是第一代大学生和/或来自低社会经济背景。该项目将通过在发展性数学课程中增加侵入式数学指导、STEM相关的校外体验和大学生的职业探索，促进有效技术的发展。需要开发的有效技术和方法包括为高中/大学预科学生提供ACT考试准备和州评估训练营。该项目还将为教师提供专业发展，包括与行业的合作以及与四年制hbcu的合作。鉴于社区学院在教育事业和最终劳动力中日益重要的地位，该项目将对社区学院在发展教育，特别是数学方面的潜在贡献和作用的知识库做出有意义的贡献。该项目的总体目标是招募、支持、留住和培养对STEM感兴趣的发展型学生，加速完成数学发展课程，以完成副学士学位并转入四年制院校。目标是：(1)提高高中学生在州评估、绩效评估和ACT/COMPASS中的数学成绩；(2)提高发展性学生的数学成绩及发展性数学和大学水平数学成绩的通过率；(3)增加发展型学生对STEM教育和职业的知识和兴趣；(4)创建一个动态的数学教学社区，以提高学生在发展性和非发展性数学课程中的表现，并改变海因兹社区学院-尤蒂卡校园的学术/教育环境。该项目可以作为一个全国性的模式，鼓励其他社区学院尽早有效地干预数学教学。

The Historically Black Colleges and Universities Undergraduate Program (HBCU-UP) through Targeted Infusion Projects supports the development, implementation, and study of evidence-based innovative models and approaches for improving the preparation and success of HBCU undergraduate students so that they may pursue STEM graduate programs and/or careers. The project at Hinds Community College-Utica Campus (UC3) seeks to establish strategies to strengthen interventions and instruction to enhance student performance of high school and college students in mathematics. Ninety-nine percent of the students on the Utica Campus are African-American, with 64% being first-generation college students and/or are from low socio-economic backgrounds. The project will contribute to the development of effective techniques by adding intrusive mathematics coaching to the developmental mathematics classes, outside STEM related experiences, and career exploration for college students. Effective techniques and approaches to be developed include providing ACT test preparation and state assessment boot-camps for high school/pre-college students. The project will also provide professional development for faculty, and include partnerships with industries and collaborations with 4-year HBCUs. Given the recognized and increasing importance of community colleges in the educational enterprise and ultimately the workforce, this project will contribute meaningfully to the knowledge base about the potential contributions and role of community colleges in developmental education, particularly mathematics. The overall goal of the project is to recruit, support, retain and prepare developmental students who are interested in STEM to accelerate through mathematics developmental courses in order to complete associate degrees and transfer to 4-year institutions. The objectives are to: (1) increase high school students' mathematics scores on state assessments, performance-based assessments and ACT/COMPASS; (2) increase developmental students' mathematics performance and passing rates in developmental math and college level math scores; (3) increase developmental students'knowledge and interest in STEM education and careers; and (4) create a dynamic math teaching and learning community that improves the performance of students in developmental and non-developmental math courses and which transforms the Hinds Community College-Utica Campus academic/educational environment. The project could serve as a national model to encourage other community colleges to intervene effectively and early in mathematics.