STEM BUILD 2.0 at UBMC

UBMC 的 STEM BUILD 2.0

• 批准号: 9978830
• 负责人: William Richard LaCourse
• 金额: --
• 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/9978830
• 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; 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 Groups; Underrepresented Minority; Universities; Vision; base; career; college; control trial; 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 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 倡议的 STEM BUILD 2.0（2019 年 7 月 1 日至 2024 年 6 月 30 日）的总体核心是实施、扩展、 并通过制度变革和融入学术核心来维持干预措施和最佳 实践被发现对本科生的学业成功、坚持和准备有重大影响 入读科学、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相关的就业机会。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本次会议所有决策的基础 倡议，因为我们设想个人学者项目的优势和机会适用于所有学生。 我们将以三种方式追求我们的愿景，并使用 STEM 成功之路模型进行评估。 机构发展——建设并永久化基础设施以实施可扩展的干预措施 有效提高本科生在 STEM 领域的表现和毅力。这些早 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，以及文化敏感的教师。训练有素的学生将会增加 代表性不足的少数群体在攻读研究生学位的同时提高了教师的生产力 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， 学者项目学生的实习职位和本科生研究职位有限 受到青睐）。将这些课程融入学术核心的结构中可以提高能力（通过 BUILD 小组研究、STEM 和研究准备/实习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，科学有效。学生培训核心 – 将 BUILD 培训计划 (BTP) 重新构想为 为期两年的培训阶段，随后是两年的附属阶段，以确保有前途的学生 保留在 STEM 专业，并为学士后、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。这种针对直接入学学生的“4年中的2年”模式 目标是他们最有可能从 STEM 专业转学或离开大学的时期。模型对齐 转学生的途径很好，他们从派遣机构获得副学士学位。 这种方法是公立大学吸引有前途、有风险的人的综合模型的基础 学生并帮助他们发展技能、经验和动力，以在 STEM 项目中脱颖而出，并最终 生物医学研究队伍的多样性。 STEM BUILD 2.0将继续以“500， 不是 50”，因为我们设想一种新方法，为所有学生提供获得学者项目体验的机会。