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

这个科学，技术，工程和数学（S-STEM）奖学金轨道3项目，ACCESS STEM，解决了低收入学生试图主修STEM的两个关键损耗点：第一年的保留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功率。该项目将招募并提供奖学金支持至少100名学业成绩优异、符合佩尔资格的学生，其中40名将在4年制院校开始学习，60名将在社区学院机构开始学习。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）、Anoka Ramsey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全面的学生支持服务方法，干预措施分为两个智力凝聚力的经验系统：归属感机构和归属感在STEM。 预计职业途径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，以满足区域和国家STEM劳动力需求。作为明尼苏达州立学院和大学的成员，该学院和大学是全国第五大公立学院和大学系统，为该州更多的中等经济收入的学生提供服务。 该项目的重要性在于，它将为扩大和加强该系统的计划提供机会，为完成学士学位创造转学途径。这一预期结果也是对明尼苏达州立法机构最近授权的回应。 ACCESS STEM项目将测试内部归属感指数调查工具的预测能力，以了解其与保留和毕业的关系。 定性研究调查为什么加强学生支持服务干预影响归属感，以及干预措施如何影响社区学院和四年制院校的第一年保留率，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。该项目的创新传播战略包括创建社区ACCESS STEM，这是一个视频期刊系列，记录了ACCESS学者和导师对他们的STEM愿望和对他们所在机构及其选择的STEM专业的归属感的纵向思考。此外，SCSU还将出版归属感调查工具，标题和其他出版物。

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.