Miami Dade College InterAmerican Campus: STEM-Mia Project

迈阿密戴德学院（MDC）美洲校区将实施为期五年的STEM-米娅（或“我的STEM”在西班牙语）项目，以促进增加成功，保留，并完成45学术人才，低收入学生的学位。 学生将被招募和支持在三个15名学生的群体。在MDC攻读生物学，物理学，化学，数学，计算机科学和工程学副学士学位的学生将得到支持。 通过项目活动，包括指导，学生将被鼓励转移到一个高年级学士学位课程，并提供支持，这种过渡。STEM-Mia将支持在MDC全日制注册的GPA至少为3.0的学生。除了奖学金，该计划还包括以下高影响力的做法：本科研究经验;由STEM教师提供咨询和指导;实施学术途径和早期预警系统;全年STEM座谈会;以及转移到四年制机构的广泛援助。STEM Mia将扩大西班牙裔和其他代表性不足的学生的参与，包括STEM领域和职业的第一代大学生。此外，它将为其他两年制西班牙裔服务机构提供一个模型，这些机构有兴趣提高学生的参与度，保留率和在STEM中的成功。更重要的是，该项目将帮助解决关键的STEM劳动力危机，通过在这些领域毕业越来越多的训练有素和有能力的专业人士。领导团队将进行课程重新设计的两个跨学科课程，重点是转移到四年制院校和STEM内容注入社会认知职业理论（SCCT）为基础的干预措施。该项目以SCCT为框架，旨在通过关注科学支持活动和心理干预，推动对STEM教育中低收入社区大学生的研究。STEM-米娅将产生有关学生的成功和学位获得的STEM知识，并产生的因素，这将导致提高学生在STEM课程在为期两年的西班牙裔服务机构保留的理解。两个主要的研究问题是（1）如何提供财政援助（奖学金和暑期津贴）和课程/课外支持，从低收入家庭的学术人才的学生影响他们（a）保留在STEM专业，（B）每年保留在大学，（c）准时毕业，当与一个类似的匹配组的学生相比？以及（2）当提供STEM特定的学术支持和基于SCCT的干预措施时，低收入，学术天赋的STEM学生的数学/科学自我效能感，科学身份和领导/团队合作能力等心理社会结构如何随着时间的推移而变化？STEM Mia项目将研究一种模型的有效性，该模型可以扩展和调整综合方法，以促进学生参与和成功，这是历史上在STEM中代表性不足的人口。

Miami Dade College (MDC) InterAmerican Campus will implement the five-year STEM-Mia (or "My STEM" in Spanish) project to promote increased success, retention, and degree completion of 45 academically talented, low-income students. Students will be recruited and supported in three cohorts of 15 students. Students pursuing associates degrees in biology, physics, chemistry, mathematics, computer science, and engineering will be supported while at MDC. Through program activities, including mentoring, the students will be encouraged to transfer to an upper-division baccalaureate program, and provided support for that transition. STEM-Mia will support students with GPAs of at least 3.0 who are enrolled full-time at MDC. In addition to scholarships, the program includes the following high-impact practices: undergraduate research experiences; advising and mentoring by STEM faculty; implementation of academic pathways and early alert systems; year-round STEM colloquia; and extensive assistance in transfer to four-year institutions. STEM-Mia will broaden the participation of Hispanics and other underrepresented students, including first generation-in-college students in STEM fields and careers. In addition, it will present a model for other two-year Hispanic-Serving Institutions that are interested in increasing student participation, retention, and success in STEM. More importantly, the project will help address the critical STEM workforce crisis, by graduating increasing numbers of well-trained and competent professionals in these fields.The Leadership Team will conduct a curricular redesign of two interdisciplinary courses focused on transferring to four-year institutions and STEM content infused with social cognitive career theory (SCCT)-based interventions. Employing SCCT as a framework, the project seeks to advance the body of research on low-income, community college students in STEM education by focusing on science support activities and psychological interventions. STEM-Mia will generate knowledge about student success and degree attainment in STEM and yield understanding of factors that will lead to improved retention of students in STEM programs at a two-year Hispanic-serving institution. The two primary research questions are (1) How does the provision of financial assistance (scholarships and summer stipends) and curricular/co-curricular supports to academically-talented students from low-income families affect their (a) retention in STEM majors, (b) year-to-year retention in college, and (c) on-time graduation, when compared to a similarly matched group of students? and (2) How do psychosocial constructs such as math/science self-efficacy, science identity, and leadership/teamwork capabilities of low-income, academically-talented STEM students change over time when provided STEM-specific academic supports and SCCT-based interventions? The STEM-Mia project will examine the effectiveness of a model that scales and adapts integrated approaches for promoting student engagement and success for a demographic that has been historically underrepresented in STEM.