Implementation Project: SURE (Scaffolding Undergraduate Research Experiences)

传统黑人学院和大学的实施项目-本科计划（HBCU-UP）为设计，实施，研究和评估全面的机构努力提供支持，通过加强科学，技术，工程和数学（STEM）教育和研究来增加学生人数和他们的准备质量。阿拉莫社区学院区圣菲利普学院的实施项目为社区学院、第一代和HBCU学生在STEM专业取得成功提供了一个框架式的方法。该项目非常注重教师（包括兼职教师）的专业发展，以加强对从事研究经验的学生的教学和指导，并为研究生院或劳动力的本科生做好准备，重点关注从社区学院到理学学士课程的关键过渡。该项目由正在进行的评价以及内部和外部咨询委员会指导和提供信息。该项目的目标是提高STEM教育质量，增加STEM学生的研究和实习经验，并促进社区学院学生转到大学获得理学士学位。这四个目标是：(1)增加STEM教师在讲座和实验课中使用基于证据的教学法教学，从而提高STEM学生的保留率；(2)提高STEM学生的保留率；(3)大幅增加参与体验式学习机会的STEM学生人数，从而提高关键过渡年份的学生保留率；(4)增加从大学转学并获得学士学位的STEM学生人数。该项目旨在通过概述教师使用循证教学法如何影响代表性不足的STEM专业学生的学术成果，优质教育和指导/建议如何影响获得研究/实习机会，以及两年制大学如何与四年制STEM项目合作，为学生创建转学管道和支持，来提高对STEM教育的认识和理解。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Implementation Projects in the Historically Black Colleges and Universities - Undergraduate Program (HBCU-UP) provide support to design, implement, study, and assess comprehensive institutional efforts to increase the numbers of students and the quality of their preparation by strengthening science, technology, engineering, and mathematics (STEM) education and research. This implementation project at Alamo Community College District – St. Philip’s College provides a scaffolded approach to broaden opportunities for community college, first generation, and HBCU students to succeed in STEM majors. The project has a strong focus on professional development of faculty (including adjunct faculty) to strengthen teaching and mentoring of students engaged in research experiences and preparing undergraduate students for graduate school or the workforce, focusing on the critical transition from community college to Bachelor of Science programs. The project is guided and informed by an on-going evaluation, as well as by internal and external advisory committees.The goal of the project is to enrich STEM education quality, increase STEM student research and internship experiences and facilitate community college student transfer to universities to earn Bachelor of Science degrees. The four objectives are: (1) increase STEM faculty use of evidence-based pedagogy instruction in lecture and lab classes, leading to (2) improved STEM student retention and (3) a substantial increase in the number of STEM students who participate in experiential learning opportunities, thereby increasing student retention in the critical transition years and (4) increasing the number of STEM students who transfer and earn BS degrees from universities. The project aims to advance knowledge and understanding in STEM education by outlining how faculty use of evidence-based pedagogy impacts underrepresented STEM majors’ academic outcomes, how quality education and mentoring/advising impacts access to research/internship opportunities and how two-year colleges can collaborate with four-year STEM programs to create transfer pipelines and support for students.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.