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STEM BUILD 2.0 at UBMC

UBMC 的 STEM BUILD 2.0

基本信息

批准号：
10693837
负责人：
William Richard LaCourse
金额：
$ 91.71万
依托单位：
UNIVERSITY OF MARYLAND BALTIMORE COUNTY
依托单位国家：
美国
项目类别：
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/10693837
关键词：
Achievement Admission activity Associate Degree Behavioral Research Biochemical Biochemistry Biological Sciences Biomedical Research Chemicals Chemistry Coupled Credentialing Dedications Development Drops Early Intervention Educational Curriculum Educational process of instructing Employment Opportunities Engineering Environmental Engineering technology Evaluation Exclusion Face Faculty Foundations Future Goals Graduate Degree Health Individual Infrastructure Institution Internships Intervention Investigation Learning Mathematics Mechanics Mentors Methodology Mind Modeling Motivation Outcome Pathway interactions Performance Phase Positioning Attribute Postbaccalaureate Productivity Psychology Randomized, Controlled Trials Readiness Research Research Personnel Risk STEM field STEM program STEM research Scholars Program Scholarship Science, Technology, Engineering and Mathematics Students Talents Textiles Training Training Programs Underrepresented Minority Underrepresented Populations Universities Vision career college community building design education research effective intervention evidence base experience hands-on learning improved innovation matriculation novel strategies programs scale up skills statistics student participation student retention student training success transfer student undergraduate research undergraduate research experience undergraduate student

项目摘要

Contact PD/PI: Rous, Philip J 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. Page 60 Project Summary/Abstract Contact PD/PI: Rous, Philip J STEM BUILD 2.0 at UMBC is a research investigation dedicated to becoming a model for change by responding to the national call to retain more university majors in STEM, with an emphasis on diversifying the biomedical workforce. The use of randomized control trial methodology will help document best practices that have been adapted from successful scholars’ programs and scaled up to support promising undergraduates at risk for retention in STEM and dropping out of college. Strategies vetted through this initiative have the potential to change the face of the future biomedical workforce and harness the diverse, talented minds needed to protect the nation’s health and wellness. ! Page 61

联系PD/PI：Rous，Philip J UMBC STEM BUILD 2.0倡议（2019年7月1日至2024年6月30日）的总体核心是实施，规模，并通过制度变革和融入学术核心来维持干预措施，实践发现，对本科生的学术成功，持久性和准备，录取到科学，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本组织所有决定的基础。主动性，因为我们设想的优势和机会的个别学者计划适用于所有学生。我们将以三种方式追求我们的愿景，并使用Pathways to STEM Success模型进行评估。机构发展-建立和永久化基础设施，以实施可扩展的干预措施这有效地提高了本科生在STEM领域的表现和持久性。这些早期干预措施包括建立社区的方法，有效的学术和职业咨询，研究教育和经验，以及文化敏感的教师。受过更好训练的学生将增加在提高教师生产力的同时，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，学生在学者计划的青睐）。将这些课程融入学术核心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，以及基于实习的本科生研究经验）为所有学生有一个应用的学习经验，这是学生成功的关键，持久性和科学功效。学生培训核心-重新构想BUILD培训计划（BTP），为期两年的培训阶段，然后是为期两年的附属阶段，以确保有前途的学生保留在STEM专业，更好地为学士后，研究生或专业课程做好准备，强调生物医学和行为研究。这种“2年内4年”的模式，直接进入学生目标是他们从STEM专业或离开大学的风险最大的时间。模型对齐与转学生的途径很好，他们从他们的发送机构获得副学士学位。这种方法是公立大学全面模式的基础，学生，并帮助他们发展技能，经验和动力，在STEM项目中脱颖而出，并最终生物医学研究人员的多样性。STEM BUILD 2.0将继续在“500，而不是50”，因为我们设想了一种新的方法，让所有学生的机会，一个学者计划的经验。第60页项目总结/摘要联系PD/PI：Rous，Philip J UMBC的STEM BUILD 2.0是一项研究调查，致力于通过响应响应国家呼吁保留更多STEM大学专业，重点是生物医学多元化劳动力使用随机对照试验方法将有助于记录已被证明的最佳实践。改编自成功的学者项目，并扩大规模，以支持有前途的大学生在风险，留在STEM和辍学。通过这一举措审查的战略有可能改变未来生物医学劳动力的面貌，并利用保护生物医学所需的多样化、有才华的头脑，国家的健康和福祉。! 第61页

项目成果

期刊论文数量（11）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Complete Genome Sequences of Streptomyces Bacteriophages Annihilus, TonyStarch, Thiqqums, CricKo, ClubPenguin, RosaAsantewaa, and PherryCruz.

DOI：
10.1128/mra.00922-22
发表时间：
2022-11-17
期刊：
MICROBIOLOGY RESOURCE ANNOUNCEMENTS
影响因子：
0.8
作者：
Park, Yvette Genie;McCarthy, Gillian Faith;Mustafa, Hadeeqa;Feild, Gemma M.;Puram, Snigdha;Younes, Hager Aly;Imam, Danyah;Erill, Ivan;Caruso, Steven M.
通讯作者：
Caruso, Steven M.

Genome Sequences of Streptomyces Bacteriophages Fabian, FlowerPower, Geostin, RetrieverFever, and Vorvolakos.

DOI：
10.1128/mra.00998-22
发表时间：
2022-12-15
期刊：
Microbiology resource announcements
影响因子：
0.8
作者：
通讯作者：

Complete Genome Sequences of HonestAbe, Anthony, and Taffo16, Three Cluster C Bacillus cereus Group Bacteriophages.

DOI：
10.1128/genomea.00493-18
发表时间：
2018-06-21
期刊：
Genome announcements
影响因子：
0
作者：
Lee M;Puglisi KM;UMBC STEM-BUILD Cohort 1;Erill I;Caruso SM
通讯作者：
Caruso SM

Think 500, not 50! A scalable approach to student success in STEM.

想想500，而不是50！可扩展的学生在STEM中成功的方法。

DOI：
10.1186/s12919-017-0094-5
发表时间：
2017
期刊：
BMC proceedings
影响因子：
0
作者：
LaCourse WR;Sutphin KL;Ott LE;Maton KI;McDermott P;Bieberich C;Farabaugh P;Rous P
通讯作者：
Rous P

Students' Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment.

学生对课堂实验室环境中分配的团队角色的理解和看法。