Supporting Undergraduates from Community College to Excel and Succeed in STEM

这个规划项目将有助于国家对受过良好教育的科学家，数学家，工程师和技术人员的需求，通过探索机制，以支持高成就，低收入的学生的保留和毕业，这些学生具有明显的经济需求，他们将从Alamance社区学院（ACC）的早期大学课程转到Elon University。在其2年的时间里，该项目将为学生建立一个途径，从ACC的早期大学课程转移到Elon，一个四年制的机构，攻读生物学，化学，计算机科学，工程，环境研究，数学和/或物理学学士学位。主要活动包括在STEM教师和管理人员之间建立合作关系，以及与合作机构的招生，机构研究和财政援助办公室建立合作关系，以确定合格奖学金获得者的潜在数量和奖学金金额。该项目还将支持强大的需求评估，以指导STEM学生和教师试点项目的开发，执行和评估。这种试点方案包括为每个机构的教师举办一系列关于包容性教学、包容性辅导和跨文化能力的教师专业发展讲习班。此外，一个学生发展研讨会系列的设想，以帮助学生建立技能和心态，学术上的成功，通过涵盖的主题，如学习小组，真实的目标设定，寻求辅导，弹性，自我效能，自我宣传，成长的心态，和刻板印象的威胁。该项目旨在使学生能够坚持获得本科STEM学位并进入STEM职业生涯。参与式学习和学生支持基础设施的现有投资将被用来支持该项目。该项目有可能促进了解战略伙伴关系如何利用资源和规划，积极影响从社区学院转入四年制大学的高成就低收入学生的招聘，保留和毕业。为了提高高成就低收入本科生的STEM学位完成率，该项目将追求五个目标。首先是通过创建一个由合作机构的管理人员和STEM教师组成的领导团队，为高成就，低收入的学生从ACC转移到Elon建立一条途径。其次是评估教师和学生的学术，社会和/或认知需求以及合作机构的财务和编程结构。三是确定潜在的合格奖学金获得者人数和奖学金金额。第四是试点和评估STEM学生和教师的计划，这是由需求评估所告知。第五是制定未来的轨道3 S-STEM提案，并制定强有力的评估和传播计划。财务，学术和指导支持是提高学生在STEM坚持性的策略。许多四年制学院和大学拥有促进学生保留和成功的资源和基础设施。然而，很少有人知道这些资源对于从社区学院转学完成STEM学位的高成就，低收入学生的有效性。该项目将调查STEM转学生和STEM教师的感知需求和期望是否与文献中记录的需求和期望一致。它还将探索STEM教师的交叉点，并转移学生的看法和期望。该项目有可能表明，调整STEM教师和转学生的感知需求和期望可以提高学生在STEM的坚持性。评估方法包括定量和定性调查、焦点小组和资产映射，以描述需求和期望以及合作机构学生和教师的定量数据。该项目的成果将在STEM教育会议上传播，以促进对影响扩大STEM领域参与的因素的理解，并鼓励利用四年制学院和大学与社区学院之间的资源建立更多的战略伙伴关系。该项目由NSF的科学，技术，工程和数学奖学金计划资助，该计划旨在增加低收入学术人才的数量，这些学生表现出经济需求，并获得STEM领域的学位。它还旨在改善未来STEM工作者的教育，并产生关于低收入学生的学术成功，保留，转移，毕业和学术/职业道路的知识。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

This planning project will contribute to the national need for well-educated scientists, mathematicians, engineers, and technicians by exploring mechanisms to support the retention and graduation of high-achieving, low-income students with demonstrated financial need who would transfer from the Early College Program operating at Alamance Community College (ACC) to Elon University. Over its 2-year duration, this project will build a pathway for students to transfer from an early college program at ACC to Elon, a four-year institution, to pursue bachelor’s degrees in Biology, Chemistry, Computer Science, Engineering, Environmental Studies, Mathematics, and/or Physics. Key activities include building collaborative relationships between STEM faculty and administrators, as well as with the offices of admissions, institutional research, and financial aid at partner institutions to determine the potential number of eligible scholarship recipients and scholarship amounts. The project will also support a robust needs assessment to guide the development, execution, and evaluation of pilot programming for STEM students and faculty. Such pilot programming includes a faculty professional development workshop series on inclusive teaching, inclusive mentoring, and intercultural competence for faculty from each institution. In addition, a student development workshop series is envisioned to help students build skills and mindsets for academic success, by covering topics such as study groups, authentic goal-setting, seeking tutoring, resilience, self-efficacy, self-advocacy, growth mindset, and stereotype threat. The project aims to empower students to persist to earn undergraduate STEM degrees and enter STEM careers. Existing investments in engaged learning and student support infrastructure will be leveraged to support the project. This project has the potential to advance understanding of how strategic partnerships can leverage resources and programming to positively affect the recruitment, retention, graduation of high-achieving, low-income students who transfer from community colleges to 4-year institutions.To increase STEM degree completion for high-achieving, low-income undergraduates with demonstrated financial need the project will pursue five goals. First is to build a pathway for high-achieving, low income students transferring from ACC to Elon by creating a leadership team of administrators and STEM faculty from the collaborating institutions. Second is to assess the academic, social, and/or cognitive needs of faculty and students as well as the financial and programming structures of the collaborating institutions. Third is to determine the potential number of eligible scholarship recipients and scholarship amounts. Fourth is to pilot and evaluate programming for STEM students and faculty that is informed by the needs assessment. Fifth is to develop a future Track 3 S-STEM proposal with robust evaluation and dissemination plans. Financial, academic, and mentoring support are demonstrated strategies to increase student persistence in STEM. Many 4-year colleges and universities have the resources and infrastructure to promote student retention and success. However, little is known about the efficacy of these resources for high-achieving, low-income students who transfer from community colleges to complete STEM degrees. The project will investigate if the perceived needs and expectations of STEM transfer students and STEM faculty align with those documented in the literature. It will also explore the intersections of STEM faculty and transfer student perceptions and expectations. The project has the potential to show that aligning the perceived needs and expectations of STEM faculty and transfer students can enhance student persistence in STEM. Evaluation methods include quantitative and qualitative surveys, focus groups, and asset mapping to characterize needs and expectations as well as quantitative data on students and faculty from collaborating institutions. Results of this project will be disseminated at STEM education conferences to advance understanding of factors that influence broadening participation in STEM fields and to encourage additional strategic partnerships that leverage resources between 4-year colleges and universities and community colleges. This project is funded by NSF’s Scholarships in Science, Technology, Engineering, and Mathematics program, which seeks to increase the number of low-income academically talented students with demonstrated financial need who earn degrees in STEM fields. It also aims to improve the education of future STEM workers, and to generate knowledge about academic success, retention, transfer, graduation, and academic/career pathways of low-income 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.