Implementation Project: Establishing a Cohesive Community College STEM-Institutional Transformation Academy (STEM-UP Academy Phase III)

实施项目为传统黑人学院和大学（HBCUs）提供支持，以设计，实施，研究和评估全面的机构努力，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。海因兹社区学院-尤蒂卡的这个项目旨在解决STEM领域的持久性问题。由于教育公平、资源和影响非裔美国人社区的社会经济差距方面的障碍，使得STEM的多样性更加复杂。该项目的目标是通过建立桥梁，支持学生在每个教育水平的入学，提高学生在STEM学位的完成程度。该项目旨在支持从K-12到4年制机构的关键转变。之前的项目主要是建设基础设施；该项目旨在改善招聘和留用，提高学生的研究经验，推进创新的教学和学习技术，并增加全球参与的劳动力，以支持持久性。教职员工将参与职业提升，这是成功实施STEM和职业技术途径的关键。这个项目的重点在于培养HBCU学生进入社区大学的毅力和更高的学位。参与者将包括该机构STEM和职业技术途径的学生、教师和工作人员、合作机构以及六(6)个环节和过渡中的合作伙伴。当学生转入社区大学时，他们会经历为期两周的学生成功训练营（SSC），为暑期桥梁项目（SBP）中的大学课程做准备。他们将在SBP期间注册STEM课程，并获得STEM学院队列身份（GPA为3.0）。这种身份使他们有资格获得2年的经济援助，以完成STEM副学士学位。在第二学期之后，他们被鼓励参加暑期研究项目或在四年制大学和指定的政府或工业STEM实验室实习。他们将提交研究摘要，并为一项关于学生在学院经历的影响的干预研究做出贡献。最后，两年制学院将形成四年制学院的联系，推动研究和合作论坛，作为共同努力的全国模式。未来对K-12、社区大学和四年制大学课程的重新设计，将结合研究和工作经验，形成一种逻辑联系。这个项目可以作为提高社区大学STEM课程坚持率的一个模型。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 provide support to Historically Black Colleges and Universities (HBCUs) 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 project at Hinds Community College - Utica seeks to address persistence in STEM fields. Diversity in STEM is compounded by barriers to educational equity, resources, and socioeconomic disparities impacting the African-American community. The goal of this project is to increase students’ completion of degrees in STEM by developing bridges that support students’ matriculation at each educational level. This project aims to support the critical transitions from K-12 to 4-year institutions. Prior projects concentrated on building infrastructure; this project seeks to improve recruitment and retention, enhance student research experiences, advance innovative teaching and learning techniques, and increase globally-engaged workforces supporting persistence. Faculty and staff will engage in career enhancements key to the successful implementation of STEM and Career Technical pathways. This project is significant in its focus on developing persistence and higher degree attainment for HBCU students entering a community college.Participants will include students, faculty, and staff of the institution's STEM and Career Technical pathways, collaborating institutions, and partners in the six (6) links and transitions. As students transition to community college, they undergo a two-week Student Success Camp (SSC) preparing for college courses in a Summer Bridge Program (SBP). They will enroll in STEM courses during the SBP and earn STEM-UP Academy Cohort Status (with a 3.0 GPA). This status makes them eligible for 2-year financial aid to complete a STEM associate’s degree. After the second semester, they are encouraged to engage in Summer Research programs or internships at 4-year universities and specified government or industrial STEM laboratories. They will submit research abstracts and contribute to an intervention study on the effects of students’ Academy experience. Lastly, two-year colleges will form 4-year college linkages, advancing research and collaborative forums as national models for joint efforts. Future redesign of curriculums for K-12, community colleges, and 4-year institutions is posed as a logical nexus resulting from a blend of research and workforce experiences. This project may serve as a model for enhancing persistence rates in STEM at community colleges.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.