STEM BUILD 2.0 at UBMC

UBMC 的 STEM BUILD 2.0

• 批准号: 10452534
• 负责人: William Richard LaCourse
• 金额: $ 30.35万
• 依托单位: UNIVERSITY OF MARYLAND BALTIMORE COUNTY
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-26 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10452534
• 关键词: Achievement; Admission activity; Associate Degree; Behavioral Research; Biochemical; Biochemistry; Biological Sciences; Biomedical Research; Chemicals; Chemistry; Communities; Coupled; Development; Drops; Early Intervention; Educational Curriculum; Educational process of instructing; Employment Opportunities; Engineering Psychology; Ensure; Environmental Engineering technology; Evaluation; Face; Faculty; Foundations; Future; Goals; Graduate Degree; Health; Individual; Infrastructure; Institution; Internships; Intervention; Investigation; Learning; Mathematics; Mechanics; Mentors; Methodology; Mind; Modeling; Motivation; NCI Scholars Program; Outcome; Pathway interactions; Performance; Phase; Positioning Attribute; Productivity; Randomized Controlled Trials; Readiness; Research; Research Personnel; Risk; STEM field; STEM program; STEM research; Scholarship; Science, Technology, Engineering and Mathematics; Students; Talents; Textiles; Time; Training; Training Programs; Underrepresented Minority; Underrepresented Populations; Universities; Vision; base; career; college; design; education research; evidence base; experience; hands-on learning; improved; innovation; novel strategies; programs; scale up; skills; statistics; student training; success; transfer student; undergraduate research; undergraduate research experience; undergraduate student

The overall core of the STEM BUILD 2.0 at UMBC initiative (July 1, 2019 – June 30, 2024) is to implement, scale, and sustain through institutional change and integration into the academic core the interventions and best practices found to be of significant impact to undergraduate academic success, persistence, and readiness to matriculate into science, technology, engineering, and mathematics (STEM) graduate programs and/or employment opportunities, especially those related to biomedical research. Capacity, scalability, and sustainability (i.e., infrastructure) coupled with collective impact forms the foundation of all decisions of this initiative, as we envision the advantages and opportunities of individual scholar programs applied to all students. We will pursue our vision in three ways and use the Pathways to STEM Success model for evaluation. Institutional Development – Build and permanentize the infrastructure to implement scalable interventions that effectively boost undergraduate performance and persistence in STEM fields. These early interventions include approaches to build community, effective academic and career advising, research education and experiences, and culturally-sensitive faculty. Better-trained students will increase the number of underrepresented minorities pursuing post-graduate degrees while increasing the productivity of faculty researchers. Research Education – Design and implement a strategically coordinated group of academic and research education courses to overcome the challenges that promising students often encounter (e.g., limited positions for internships and undergraduate research positions for which students in scholars’ programs are favored). Infusing these courses into the fabric of the academic core increases the capacity (through BUILD Group Research, STEM and research readiness/practicum modules, and curriculum-based undergraduate research experiences) for all students to have an applied learning experience, which is critical to student success, persistence and scientific efficacy. Student Training Core – Reimagine the BUILD Training Program (BTP) as a two-year training phase followed by a two-year affiliate phase to ensure that promising students are retained in STEM majors and better prepared for post baccalaureate, graduate, or professional programs, with an emphasis on biomedical and behavioral research. This “2 year within a 4 year” model for direct entry students targets the times they are at most risk for switching from STEM majors or leaving the university. The model aligns well with the pathways of transfer students, who enter with associates degrees from their sending institutions. Such an approach is the basis for a comprehensive model for a public university to engage promising, at-risk students and help them develop the skills, experience and motivation to excel in STEM programs and eventually diversity the biomedical research workforce. STEM BUILD 2.0 will continue to proceed under the motto of “500, not 50”, as we envision a new approach to give all students the opportunity of a scholar program’s experience.

UMBC计划(2019年7月1日至2024年6月30日)STEM Build 2.0的总体核心是实施、扩展、 并通过体制变革和融入学术核心来维持干预和最佳 实践被发现对本科生的学业成功、坚持不懈和准备好 进入科学、技术、工程和数学(STEM)研究生课程和/或 就业机会，特别是与生物医学研究有关的就业机会。容量、可扩展性和 可持续性(即基础设施)加上集体影响构成了所有决策的基础 主动性，因为我们设想个人奖学金项目的优势和机会适用于所有学生。 我们将从三个方面追求我们的愿景，并使用STEM成功之路模型进行评估。 机构发展-构建基础设施并使其永久化，以实施可扩展的干预措施 这有效地提高了本科生在STEM领域的表现和毅力。这些早期的 干预措施包括建立社区的方法、有效的学术和职业建议、研究 教育和经验，以及对文化敏感的教职员工。训练有素的学生将增加 少数族裔在攻读研究生学位的同时提高了教师的工作效率 研究人员。研究教育-设计和实施一个战略协调的学术小组 和研究教育课程，以克服有前途的学生经常遇到的挑战(例如， 有限的实习职位和本科研究职位，学生在学者项目中 是受欢迎的)。将这些课程注入到学术核心的结构中可以提高能力(通过构建 小组研究、STEM和研究准备/实践模块，以及基于课程的本科生 研究经验)，让所有学生都有应用学习经验，这对学生的成功至关重要， 坚持不懈，科学见效。学员培训核心-重新设想构建培训计划(BTP)为 先是两年的培训阶段，然后是两年的附属阶段，以确保有前途的学生 保留在STEM专业，并为毕业后、研究生或专业课程做好更好的准备， 强调生物医学和行为研究。直接入学学生的“四年内两年”模式 目标是他们从STEM专业转学或离开大学的风险最大的时间。模型对齐 很好地了解转学学生的途径，他们从派遣机构获得副学士学位。 这种方法是公立大学建立一个全面的模式的基础，该模式让有希望的、处于风险中的大学参与进来 并帮助他们培养技能、经验和动力，在STEM项目中脱颖而出，并最终 多样化的生物医学研究队伍。STEM BUILD 2.0将继续在“500， 不是50“，因为我们设想了一种新的方法，让所有学生都有机会体验学者项目。