Increasing Student Success for Community College STEM Students

尽管夏季桥牌项目带来了积极的结果，但研究表明，随着学生离开最初的干预，进入大学后，这些结果会逐渐消失。华盛顿埃弗雷特社区学院的这个项目的指导思想是，希望了解从高中到社区大学提供密集的夏季过渡课程，并结合包括教师指导在内的高接触学生支持服务，在多大程度上影响具有有前途的学术天赋的低收入学生的入学和成功。该模型借鉴以证据为基础的文献，创建了一种全面的教育方法，侧重于学生在科学、技术、工程和数学(STEM)研究领域的留住和完成结果。通过有针对性的招聘活动，该计划将寻求增加STEM招生人数，包括妇女和有色人种学生。为了创造公平的受教育机会，该项目将为知识库做出贡献，并调查结果，以了解该计划是否如预期那样起作用，它是如何起作用的，以及针对哪些类型的学生。通过一项全面的传播计划，更广泛的STEM社区将受益于更好地了解学生何时以及为什么保留或离开这些计划，包括那些在社区大学毕业前成功按时转学或转学的学生。该计划将通过密集的夏季桥梁将大学准备方法与基于三人组战略的学生支持战略相结合，以提高招生、保留、大学成功以及毕业或转学。它将利用夏季桥牌项目的提振和直接积极成果，并将干预与三重奏和相关的高影响实践结合起来。暑期桥活动将侧重于学术课程的收获，并提供与不同教育条件和固定和成长心态相关的非认知技能培训，以确保初学者拥有在秋季课程中取得成功所需的工具。STEM三人组项目提供了额外的支持，包括强有力的转学和职业生涯规划，持续的报到以重新评估个人需求，以及对学业表现的早期预警。所有学者都被指派给教师导师，他们帮助学生制定学术计划，并定期与他们会面，审查进展情况。体验式学习(实习、特殊项目和/或与专业组织的联系)是所有学生学习途径的一部分。该项目将聘用60名不重复的STEM学者，他们是低收入的高三学生，展示了有前途的学术才华，并寻求物理、化学、计算机科学、工程或数学学位。混合方法数据收集计划将产生一组丰富的结果，以改善项目干预和大学教学体验，并记录学生结果。结果数据将按群体(即收入、种族/民族、性别、第一代地位和其他定义特征)进行分类，以便领导团队与内部研究人员和外部评估员合作，就干预措施、项目改进、学生结果和总体影响做出明智的决定。

Despite the positive outcomes that are associated with summer bridge programs, research shows these results fade as students move away from the initial intervention and advance through the college experience. This project at Everett Community College in Washington is guided by a desire to understand to what extent providing an intensive summer bridge program from high school to community college combined with high-touch student support services, including faculty mentoring, impacts the enrollment and success of low income students with promising academic talent. The model draws from the evidence-based literature to create a holistic educational approach focused on student retention and completion outcomes in science, technology, engineering, and mathematics (STEM) fields of study. Through targeted recruitment activities, the program will seek to increase STEM enrollments of underrepresented populations including women and students of color. In an effort to create an equitable access to education, the project will contribute to the knowledge base and investigate outcomes to understand if the program is working as expected, how it is working, and for what types of students. Through a comprehensive dissemination plan, the broader STEM community will benefit from a better understanding of when and why students are retained in or leave these programs, including those who successfully transfer on time or transfer before they graduate from community collegeThe program will combine a college readiness approach through an intensive summer bridge with student support strategies based on TRIO strategies to improve enrollment, retention, college success, and graduation or transfer. It will capitalize on the boost and immediate positive outcomes from summer bridge programs and couple the intervention to TRIO and related high-impact practices. Summer bridge activities will focus on academic coursework gains and provide non-cognitive skill training related to different education conditions and fixed and growth mindsets to assure that beginning students have the tools needed to succeed in their fall classes. The STEM TRIO program provides additional support that includes strong transfer and career pathway planning, consistent check-ins to re-assess individual needs, and early warning for academic performance. All scholars are assigned to faculty mentors who assist the students to develop academic plans and meet with them regularly to review progress. Experiential learning (internships, special projects, and/or connection with professional organizations) is part of the pathway for all students. The project will engage 60 unduplicated STEM Scholars who are low income, high school seniors demonstrating promising academic talent and seek a degree in physics, chemistry, computer science, engineering or mathematics. A mixed method data collection plan will yield a rich set of results to improve the program intervention and the collegiate instructional experience and document student outcomes. Outcomes data will be disaggregated by groups (i.e., income, race/ethnicity, gender, first-generation status, and other defining characteristics) so that the leadership team, in concert with the internal researcher and external evaluator, can make informed decisions about the intervention, program improvements, and student outcomes and overall impact.