Rewarding Excellence For Leaders in Engineering, Computer Science, Technology, and Science

马萨诸塞州邦克山社区学院的这个项目将测试和记录有效的做法，利用奖学金作为从两年制到四年制的科学、技术、工程和数学(STEM)课程的桥梁，面向有学术天赋的低收入社区大学学生，并作为其他机构解决这一重要国家问题的典范。学院在制定目标学科与地区性四年制项目的衔接协议方面的成功努力，将确保奖学金获得者有大量机会攻读四年制学位。该项目的一个优先事项是招收反映学院学生群体多样性的学生，重点是女性和有色人种学生，以便为他们在STEM获得学士学位和从事高要求的技术职业做好准备。该项目将建立在S-STEM之前成功获得的奖学金的基础上，使学院能够进一步研究和记录该模型，以便向其他社区学院和大学传播对有效做法的数据驱动分析。卓越工程、计算机科学、技术和科学领袖奖励计划将通过奖学金和其他支持，帮助学生完成STEM专业的副学士学位和学士学位，为有学术天赋、有经济需求的学生提供服务。奖学金将支持学生进行两年的学习，一年在社区学院学习，一年在学生选择的四年制项目中学习。该项目将采用最佳实践，通过实施教员导师的干预性建议以及额外的支持，以确保学生完成他们的学习计划。该项目还将衡量侵入性教师指导和其他活动/支持的影响，目标是完善项目设计，记录有效的做法，并创建一个可供其他人采用的可复制和可扩展的模式。特别令人感兴趣的是学者们的坚持率以及副学士学位和学士学位的完成情况。此外，该项目将提供一名教师导师、学术支持、领导机会，以及与获得实习机会和向参与学生的转移过程有关的支持。该项目的目标是：(A)颁发40个学期的奖学金(每年10名新学生)，用于两个学期的奖学金(每年10名新学生)，发放给在STEM目标方案之一攻读副学士学位的有证明有经济需要的学业有才华的学生；(B)在转学后继续为Reflect学者提供两个学期的奖学金支持，以继续攻读学士学位；(C)建立一个反映该机构当前人口统计情况的Reflect学者队列；(D)保留至少90%的Reflect学者从社区学院毕业或从其选定的四年制院校转学；(E)为Reflect Scholars提供教员辅导，协助他们进行学术规划；。(F)为100%准备转往四年制院校的课程毕业生提供转学程序方面的协助；。(G)继续为转往四年制院校的课程毕业生提供教员辅导；及。(H)研究教员辅导活动对学者成功获得实习机会及转往四年制院校的影响。

This project at Bunker Hill Community College in Massachusetts will test and document effective practices for utilizing scholarships as a bridge from two-year to four-year science, technology, engineering, and mathematics (STEM) programs for academically talented and low-income community college students and serve as a model for other institutions that are addressing this important national issue. The successful efforts of the college in developing articulation agreements in the targeted disciplines with regional four-year programs will ensure that scholarship recipients have significant opportunities to pursue a four-year degree. A priority of this project is recruiting students who reflect the diversity of the student body at the college, with a focus on women and students of color, in order to prepare them for baccalaureate degrees and high-demand technical careers in STEM. This program will build on a successful prior S-STEM scholarship grant, making it possible for the college to further study and document the model in order to disseminate data-driven analyses of effective practices to other community colleges and universities. Rewarding Excellence For Leaders in Engineering, Computer Science, Technology, and Science (REFLECTS) will serve academically talented students with demonstrated financial need through scholarships and other support to assist students in completing associate and baccalaureate degrees in STEM majors. Scholarships will support students for two years of study, one year at the community college and one year at a four-year program of the students' choice. The project will employ best practices by implementing intrusive advising by faculty mentors as well as additional supports to assure that students complete their plan of study. The project will also measure the impacts of intrusive faculty mentoring and other activities/supports with the goal of refining the project design, documenting effective practices, and creating a replicable and scalable model that could be adopted by others. Of particular interest are rates of persistence by scholars and completion of associate and baccalaureate degrees. Additionally, the project will provide a faculty mentor, academic support, leadership opportunities, and support related to securing internships and the transfer process to participating students. The objectives of the project are to (a) award 40 REFLECTS scholarships (10 new students per year) for two semesters to academically talented students with demonstrated financial need who are pursuing an associate degree in one of the targeted STEM programs of study; (b) continue scholarship support for REFLECTS Scholars for two additional semesters after transfer as they pursue their baccalaureate degree; (c) create a cohort of REFLECT scholars which reflects the current demographics of the institution; (d) retain at least 90% of REFLECTS scholars to graduation or transfer from the community college and subsequent graduation from their selected-four year institution; (e) provide faculty mentoring for academic planning assistance to REFLECTS Scholars; (f) provide faculty mentoring for assistance with the transfer process to 100% of program graduates as they prepare to transfer to a four-year institution; (g) continue faculty mentoring for program graduates after transfer to four-year institutions; and (h) study the impact of the faculty mentorship activities as they relate to the success of scholars in securing of internships and transferring to four-year institutions.