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

实施项目支持传统黑人学院和大学(HBCU)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数量和提高他们的准备质量。尤蒂卡Hinds社区学院的这个项目旨在解决STEM领域的持久性问题。STEM的多样性因影响非裔美国人社区的教育公平、资源和社会经济差异的障碍而变得更加复杂。该项目的目标是通过建立支持学生在每个教育水平上入学的桥梁，增加学生完成STEM学位的人数。该项目旨在支持从K-12到四年制院校的关键过渡。以前的项目侧重于基础设施建设；该项目旨在改善招聘和留住，增强学生研究体验，推进创新的教学和学习技术，并增加支持持久性的全球参与的劳动力。教职员工将致力于职业提升，这是成功实施STEM和职业技术路径的关键。这个项目的重点是培养HBCU学生进入社区学院的毅力和获得更高的学位。参与者将包括该机构STEM和职业技术途径、合作机构和六(6)链接和过渡中的合作伙伴的学生、教职员工和工作人员。随着学生过渡到社区大学，他们将参加为期两周的学生成功夏令营(SSC)，为夏季桥梁项目(SBP)的大学课程做准备。他们将在SBP期间注册STEM课程，并获得STEM-UP学院队列地位(GPA为3.0)。这一地位使他们有资格获得两年的经济援助，以完成STEM副学士学位。第二学期结束后，鼓励他们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，并参与一项关于学生学院经历的影响的干预研究。最后，两年制大学将形成四年制大学联系，推进研究和合作论坛，作为国家共同努力的典范。未来对K-12、社区学院和四年制院校课程的重新设计被认为是一种逻辑联系，融合了研究和劳动力经验。这个项目可以作为提高社区大学STEM持久率的典范。这个奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.