Start SMART - Self-Motivated, Academic, Reflective, Talented

利哈伊碳社区学院（LCCC）的Start SMART - Self-Motivated， Academic, Reflective， Talented项目将为90-100名有学术天赋和低收入家庭的学生提供奖学金，以提高他们的保留率，完成学位，并转移到学士学位课程。科学、工程、数学、计算、制图、工业自动化、电子技术、电气技术、机械技术和纳米制造技术等专业的学生将以队列形式参加有组织的活动，以激励他们坚持自己的STEM课程。这些活动将包括与STEM教师一对一的指导、培训、以综合学习实验室为特色的月度会议、数学支持、学生促进的学习小组、S-STEM伙伴、专业人士的演讲、研讨会、实地考察、STEM俱乐部和工作/转学博览会。学生将被要求创建和维护电子档案，以记录他们的目标、课程作业和活动的成果，以及他们个人和专业发展的持续反思。Start SMART计划的目标是培养准备进入STEM劳动力的熟练毕业生。一项研究将确定项目的循证策略与成长心态、毅力、目标导向、自我调节和STEM动力的属性之间的相关性，这些属性预计会导致社区大学生在STEM项目中取得学业成功。使用电子作品集有三个目的：(1)通过帮助学生在课程和活动之间建立联系来加强学生的学习；(2)使学生能够分享他们的经验，并与彼此和教师建立联系；(3)通过分析学生的伪影和反思来衡量STEM的发展势头。综合学习经验将扩展学生对其他学科的知识，并灌输工作场所所需的专业技能。研究问题是：1)成长心态、毅力、目标导向和自我调节等非认知变量在项目期间发生了多大程度的变化？2)项目活动与预测学生成绩的非认知变量之间是否存在相关性？3)第一年成功完成第一门数学课程是否与STEM势头有关？4)电子投资组合在多大程度上展示了STEM的发展势头？这项研究的结果将扩展STEM势头的概念，因为它与社区大学生有关。

The Start SMART - Self-Motivated, Academic, Reflective, Talented project of Lehigh Carbon Community College (LCCC) will provide scholarships for 90-100 academically talented and low-income students to increase their retention, degree completion, and transfer to baccalaureate programs. Students majoring in science, engineering, mathematics, computing, drafting, industrial automation, electronics technology, electrical technology, mechanical technology, and nanofabrication technology will participate as a cohort in structured activities to motivate them to persist in their STEM programs. These activities will include one-on-one mentoring with STEM faculty, orientation, monthly meetings featuring integrated learning labs, mathematics support, student-facilitated study groups, S-STEM buddies, presentations by professionals, workshops, field trips, STEM Club, and job/transfer fairs. Students will be required to create and maintain ePortfolios to record their goals, artifacts of coursework and activities, and ongoing reflections of their personal and professional development. The goal of the Start SMART program is to produce skilled graduates prepared to enter the STEM workforce. A research study will determine the correlation between the project's evidence-based strategies and the attributes of growth mindset, grit, goal orientation, self-regulation, and STEM momentum predicted to lead to academic success for community college students in STEM programs. The use of ePortfolios will serve a three-fold purpose: (1) enhancing student learning by helping them make connections across courses and activities; (2) enabling students to share their experiences and connect with each other and faculty; and (3) measuring STEM momentum through an analysis of students' artifacts and reflections. Integrative learning experiences will expand students' knowledge of other disciplines and instill professional skills necessary for the workplace. Research questions are: 1) To what extent do the non-cognitive variables of growth mindset, grit, goal orientation, and self-regulation change over the duration of the program? 2) Is there a correlation between the project activities and the non-cognitive variables that are predictive of student outcomes? 3) Is successful completion of the first mathematics course in the first year associated with STEM momentum? 4) To what extent does the ePortfolio demonstrate STEM momentum? Findings from the research study will expand on the concept of STEM momentum as it relates to community college students.