STEM Excellence through Engagement in Collaboration, Research, and Scholarship (SEECRS)

Whatcom社区学院的项目“通过合作、研究和奖学金（SEECRS）实现STEM卓越”将为36名攻读生物学、化学、计算机科学、工程、地质学和物理学副学士学位的低收入、学术上有才华的奖学金获得者提供奖学金。该项目的领导者将部署促进STEM成功的策略，帮助学生完成副学士学位，并促进四年制大学的转学和结业。项目活动将包括STEM学位规划、教师指导、研究和实习机会，所有这些都采用指导途径方法。该项目将有助于满足国家的需求，吸引并为那些通常不追求、坚持或获得STEM学位的学生提供机会。它将成为其他社区学院的典范。SEECRS项目旨在：(1)通过STEM学者学院和基于课程的本科研究经历，提高学生的STEM自我认同；(2)增加STEM的招聘和保留；(3)提高WCC学生STEM学位完成率；(4)提高STEM学生向四年制大学的转学率；(5)为实施STEM引导路径方法开发适应性模型。项目目标是一年的保留率为85%，三年毕业率为60%，三年毕业率或转学率为75%。该项目将通过研究引导路径方法在多大程度上提供协调和支持的STEM体验，从而提高学生的成功程度，并积极改变学生的STEM自我认同，从而解决知识差距问题。

Whatcom Community College's project, "STEM Excellence through Engagement in Collaboration, Research, and Scholarship (SEECRS)," will provide scholarships for 36 low-income, academically talented scholarship awardees pursuing associate degrees in biology, chemistry, computer science, engineering, geology, and physics. The project's leaders will deploy strategies that promote success in STEM, help students complete associate degrees, and promote transfer and completion at four-year institutions. Project activities will include STEM degree planning, faculty mentoring, and research and internship opportunities all united using a guided pathways approach. The program will help meet a national need to attract and provide access to students who do not typically pursue, persist in, or earn STEM degrees. It will serve as a model for other community colleges.The SEECRS project aims to: (1) Improve students' STEM self-identity through a STEM Scholars Academy and course-based undergraduate research experiences; (2) Increase STEM recruitment and retention; (3) Increase the rate of STEM degree completion for WCC students; (4) Increase the transfer rate of STEM students to four-year universities; and (5) Develop an adaptable model for implementing a STEM guided pathways approach. Project goals are an 85% one-year retention rate, a 60% three-year graduation rate, and 75% three-year graduation or transfer rate. The project will address a knowledge gap by examining the extent to which a guided pathways approach provides a coordinated and supported STEM experience that increases student success and positively shifts students' STEM self-identity.