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（或西班牙语中的“我的STEM”）项目，以提高45名有学术天赋的低收入学生的成功率、保留率和学位完成率。学生将被招募并分成三组，每组15名学生。在MDC攻读生物、物理、化学、数学、计算机科学和工程等副学士学位的学生将得到支持。通过项目活动，包括指导，学生将被鼓励转入高年级学士学位课程，并为过渡提供支持。STEM-Mia将支持gpa至少为3.0的全日制MDC学生。除了奖学金，该项目还包括以下高影响力的实践：本科研究经历；STEM教师提供建议和指导；实施学术途径和预警系统；全年STEM研讨会；以及在转学到四年制大学方面的广泛援助。STEM- mia将扩大西班牙裔和其他代表性不足的学生的参与，包括第一代大学生在STEM领域和职业中的参与。此外，它将为其他两年制西班牙裔服务机构提供一个模式，这些机构对提高学生在STEM中的参与度、保留率和成功感兴趣。更重要的是，该项目将通过培养越来越多在这些领域训练有素、有能力的专业人员，帮助解决关键的STEM劳动力危机。领导团队将对两门跨学科课程进行课程重新设计，重点是向四年制大学转移，以及融入社会认知职业理论（SCCT）干预的STEM内容。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来推进低收入社区大学生在STEM教育中的研究。STEM- mia将产生有关学生在STEM领域取得成功和学位的知识，并产生对一些因素的理解，这些因素将导致一所两年制西班牙裔服务机构提高STEM项目学生的保留率。两个主要的研究问题是：(1)与相似匹配的学生群体相比，向来自低收入家庭的有学术天赋的学生提供的经济援助（奖学金和暑期津贴）和课程/课外支持如何影响他们(a)在STEM专业的保留，(b)每年在大学的保留，以及(c)准时毕业？(2)低收入、有学术天赋的STEM学生的数学/科学自我效能感、科学认同和领导/团队合作能力等社会心理结构在提供STEM特定的学术支持和基于scct的干预措施时如何随时间变化？STEM- mia项目将研究一个模型的有效性，该模型可以扩展和适应综合方法，以促进学生的参与和成功，为历史上在STEM中代表性不足的人群提供帮助。

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.