Academic Collaboration and Coordination model to Ensure Student Success in STEM (ACCESS STEM): A Partnership to Improve Recruitment, Retention, and Student Success

这项科学、技术、工程和数学奖学金（S-STEM）第三轨道项目ACCESS STEM解决了低收入学生试图主修STEM的两个关键摩擦点：第一年的保留率和社区大学学生向四年制大学的过渡。它还旨在提高学生在入门数学课程中的成绩。该项目将以奖学金的形式招收和支持至少100名学术成绩优异、符合佩尔大学资格的学生，其中40人将在四年制大学开始学习，60人将在社区大学开始学习。ACCESS STEM的基石是ACCESS机构之间的战略合作伙伴关系：圣克劳德州立大学（SCSU）、安诺卡拉姆齐社区学院、北亨内平社区学院、圣克劳德技术和社区学院以及里奇沃特学院。该项目的保留和学生成功模式将包括一个整体的学生支持服务方法，其干预措施分为两种智力上有凝聚力的体验系统：对机构的归属感和对STEM的归属感。预计职业道路探索和准备的早期整合，加上对促进STEM归属感的干预措施的关注，将成功地为ACCESS STEM学者做好准备，以满足地区和国家的STEM劳动力需求。ACCESS机构是美国第五大公立学院和大学系统——明尼苏达州州立学院和大学的成员，服务的中等经济条件的学生比该州其他任何机构都多。这个项目的意义在于，它将带来机会，扩大和加强系统的计划，创造学士学位完成的转换途径。这一预期结果也回应了明尼苏达州立法机构最近的要求。ACCESS STEM项目将测试内部归属感指数调查工具的预测能力，以了解其与保留率和毕业率的关系。质性研究调查了为什么增强的学生支持服务干预会影响归属感，以及干预措施如何影响社区大学和四年制大学的第一年保留率，这将填补知识空白，以了解低收入学生STEM干预计划的细微差别和复杂性。该项目的创新传播策略包括创建Community ACCESS STEM，这是一个视频期刊系列，记录ACCESS学者和导师对其STEM抱负和对其机构和所选STEM专业的归属感的纵向反思。此外，本校还将出版归属感调查工具、指南等出版物。

This Scholarships in Science, Technology, Engineering and Mathematics (S-STEM) Track 3 project, ACCESS STEM, addresses two critical attrition points for low income students trying to major in STEM: first-year retention and the transition of community college students to a four-year university. It also aims at improving student success in gateway mathematics courses. The project will recruit and support with scholarships at least 100 academically high-achieving, Pell-eligible students, of which 40 will start at a 4-year institution and 60 at Community College Institutions. ACCESS STEM's cornerstone is the strategic partnership between the ACCESS Institutions: St. Cloud State University (SCSU), Anoka Ramsey Community College, North Hennepin Community College, St. Cloud Technical and Community College, and Ridgewater College. The project's retention and student success model will comprise a holistic student support services approach with interventions categorized under two intellectually cohesive systems of experiences: sense of belonging to institution and sense of belonging in STEM. It is expected that the early integration of career pathway exploration and preparation, coupled with a focus on interventions that promote a sense of belonging in STEM, will successfully prepare ACCESS STEM Scholars to meet regional and national STEM workforce demands. The ACCESS Institutions, as members of Minnesota State Colleges and Universities, the fifth largest public system of colleges and universities in the country, serve more students of modest financial means than anyone else in the state. The significance of this project is that it will bring opportunities to expand and strengthen the system's plan to create transfer pathways for baccalaureate completion. This expected outcome also responds to recent mandates from the State of Minnesota's legislature. The ACCESS STEM project will test the predictive power of an in-house sense of belonging index survey instrument to understand its association with retention and graduation. Qualitative research investigating why enhanced student support service interventions influence the sense of belonging and how interventions impact first-year retention at community colleges and four-year institutions will fill a knowledge gap to understand the nuances and complexities of STEM intervention programs for low income students. The project's innovative dissemination strategy involves creation of Community ACCESS STEM, a video journal series chronicling longitudinal reflections of ACCESS Scholars and Mentors on their STEM aspirations and sense of belonging to their institutions and to their chosen STEM majors. In addition, SCSU will also publish sense of belonging survey instruments, rubrics, and other publications.