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

科学、技术、工程和数学奖学金(S-STEM)Track 3项目Access STEM解决了试图攻读STEM专业的低收入学生的两个关键消耗点：一年级保留期和社区学院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。该项目将招收和资助至少100名学业成绩优异、符合佩尔标准的学生，其中40人将在四年制院校开始学习，60人将在社区学院院校学习。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)、阿诺卡·拉姆齐社区学院、北亨内平社区学院、圣克劳德技术与社区学院和里奇沃特学院。该项目的留住和学生成功模式将包括一种全面的学生支持服务方法，将干预措施归类为两个智力上具有凝聚力的经验系统：机构归属感和STEM的归属感。预计职业道路探索和准备的早期整合，再加上注重促进STEM归属感的干预措施，将成功地为ACCESS STEM学者做好准备，以满足区域和国家的STEM劳动力需求。作为明尼苏达州立大学学院和大学的成员，Access机构是美国第五大公共学院和大学系统的成员，比该州其他任何人都更多地为经济状况不佳的学生提供服务。这个项目的意义在于，它将带来机会，扩大和加强该系统的计划，为学士学位毕业生的完成创造转学途径。这一预期结果也符合明尼苏达州立法机构最近的授权。Access STEM项目将测试内部归属感指数调查工具的预测能力，以了解其与留存和毕业的联系。对强化的学生支持服务干预为何会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进行定性研究，将填补知识空白，以了解针对低收入学生的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访问STEM，这是一个视频期刊系列，记录了访问学者和导师对他们对其机构和所选STEM专业的渴望和归属感的纵向反思。此外，华南理工大学还将出版《归属感调查工具》、《红皮书》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.