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-MIA(西班牙语中称为My STEM)项目，以促进45名有学术天赋的低收入学生获得更高的成就率、留校率和学位完成率。学生将在15名学生的三个队列中被招募和支持。在MDC期间，攻读生物、物理、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，包括辅导，学生将被鼓励转到高级学士学位项目，并为这种过渡提供支持。STEM-MIA将为在MDC全日制注册的GPA至少为3.0的学生提供支持。除奖学金外，该计划还包括以下影响较大的实践：本科生研究经验；STEM教员的建议和指导；学术途径和早期预警系统的实施；全年STEM座谈；以及在转学到四年制院校方面的广泛援助。STEM-Mia将扩大拉美裔和其他代表性不足的学生的参与，包括STEM领域和职业生涯中的第一代大学生。此外，它将为其他两年制拉美裔服务机构提供一个模式，这些机构有兴趣增加学生在STEM的参与率、保留率和成功。更重要的是，该项目将通过在这些领域培养越来越多训练有素且有能力的专业人员，帮助解决关键的STEM劳动力危机。领导团队将重新设计两门跨学科课程，重点是转到四年制院校，并将STEM内容注入以社会认知职业理论(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STEM教育中对低收入社区大学生的研究。STEM-MIA将产生关于STEM学生成功和学位获得的知识，并产生对各种因素的理解，这些因素将有助于改善一所两年制拉美裔服务机构的STEM项目的学生留存率。两个主要的研究问题是：(1)向来自低收入家庭的学业有才华的学生提供经济援助(奖学金和暑期津贴)和课程/联合课程支持，与类似匹配的学生组相比，如何影响他们(A)保留STEM专业，(B)每年保留大学，以及(C)按时毕业？以及(2)当提供特定于STEM的学术支持和基于SCCT的干预时，低收入、学业上有天赋的STEM学生的心理社会结构，如数学/科学自我效能感、科学认同感和领导/团队合作能力，随着时间的推移是如何变化的？STEM-MIA项目将检验一种模式的有效性，该模式扩展和调整综合方法，以促进学生的参与度和成功，使STEM历史上代表性不足的人口群体获得成功。

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.