Bridges to the Baccalaureate Program at New York City College of Technology

通往纽约市理工学院学士学位课程的桥梁

• 批准号: 9102103
• 负责人: LOUISE HAINLINE
• 金额: $ 25.83万
• 依托单位: NEW YORK CITY COLLEGE OF TECHNOLOGY
• 依托单位国家: 美国
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-09-10 至 2019-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9102103
• 关键词: Academy; Achievement; Address; Arts; Associate Degree; Bachelor' s Degree; Behavioral; Behavioral Sciences; Biology; Categories; Chemistry; Cities; Clinical Sciences; Communities; Country; Data; Degree program; Development; Discipline; Education; Educational workshop; Enrollment; Faculty; Fostering; Goals; Graduation Rates; Health; Institution; Knowledge; Lead; Mathematics; Mentors; Mentorship; Methodology; Modeling; New York City; Pathway interactions; Population; Positioning Attribute; Preparation; Psychology; Research; Research Training; Role; Schools; Science; Science, Technology, Engineering and Mathematics; Science, Technology, Engineering and Mathematics Education; Students; Technology; Time; Translating; Underrepresented Groups; Underrepresented Minority; Underrepresented Students; Universities; Work; base; bridge program; bridge to the baccalaureate; career; cohort; college; community college; design; digital; education pathway; education research; evidence base; experience; innovation; inter-institutional; matriculation; peer; peer coaching; peer support; programs; research and development; retention rate; skills; social science research; student mentoring; student participation; success; summer research; transfer student; undergraduate research

DESCRIPTION (provided by applicant): The Bridges to the Baccalaureate Program at the New York City College of Technology (City Tech) represents an integrated, evidence-based set of student developmental activities conducted in partnership with Brooklyn College that promotes academic excellence and facilitates the timely progression of underrepresented (UR) students from the associate to the baccalaureate level of the educational pathway. City Tech is nationally held as a model institution of STEM education (1) and Brooklyn College ranks among the top public regional universities in the Northeast (2). The program leverages the strengths of both institutions to address a critical need in two-year to four-year degree transitions and is predicated upon the achievement of three important specific aims: 1. Increase the retention rate of UR first-time, full-time freshmen enrolled in the associate of science (AS) degree programs within the School of Arts & Sciences (SoAS) at City Tech. 2. Increase the "on time" graduation rate of UR students completing AS degrees, and 3. Increase the annual number of UR students who successfully transfer to baccalaureate programs in biomedical and behavioral sciences at Brooklyn College, i.e., bachelor's degree programs in Biology, Chemistry, and Psychology. To fulfill its specific aims, the research education program plan is comprised of project activities formulated on the framework of Engagement, Capacity & Continuity (ECC) trilogy developed by Jolly, Campbell and Pearlman (3) as a basis of academic success in the sciences and quantitative disciplines. ECC is integrated into the design of critical program components which are broadly classified into two interrelated categories: I. Initiatives for academic enrichment and student support. Activities include strengthening of a peer-led mentoring program in Mathematics and Chemistry at City Tech, establishment of pre-semester math preparatory workshops, implementing a customized academic advisement model in discipline-based curricular programming, career education in biomedical/behavioral fields, and transfer preparation, and creation of a supportive peer mentoring network between cohorts of students (Bridges Scholars), and Brooklyn College juniors/seniors. II. Integrated student development in research. Activities for Bridges Scholars include the establishment of a summer research academy, followed by a two-semester research development and enrichment program, and culminating in a nine-week summer bridge research experience at Brooklyn College prior to matriculation to the baccalaureate. In addition, a project-based digital platform to promote robust student-mentor interactions, and facilitate innovative means of documenting student activities, scholarly works and undergraduate research experiences will be developed. This platform will help synthesize the program components to build and sustain engagement in research. Collectively these strategies will foster higher rates of student success in enrollment, retention, transfer and completion of associate's and bachelor's degrees in biomedical and behavioral sciences.

描述（由申请人提供）：纽约城市理工学院 (City Tech) 的“通往学士学位课程”项目代表了与布鲁克林学院合作开展的一套综合的、循证的学生发展活动，旨在促进学术卓越，并促进代表性不足 (UR) 学生及时从副学士学位升入教育途径的学士学位水平。 City Tech 被评为全国 STEM 教育示范机构 (1)，布鲁克林学院 (Brooklyn College) 跻身东北地区顶尖公立地区大学之列 (2)。该计划利用两个机构的优势来满足两年到四年制学位过渡的关键需求，并以实现三个重要的具体目标为基础： 1. 提高就读于城市理工学院艺术与科学学院 (SoAS) 理学副 (AS) 学位课程的 UR 首次全日制新生的保留率。 2. 提高完成 AS 学位的 UR 学生的“按时”毕业率，以及 3. 增加每年成功转入布鲁克林学院生物医学和行为科学学士学位课程（即生物学、化学和心理学学士学位课程）的 UR 学生数量。为了实现其具体目标，研究教育项目计划由在 Jolly、Campbell 和 Pearlman (3) 开发的参与、能力和连续性 (ECC) 三部曲框架上制定的项目活动组成，作为科学和定量学科学术成功的基础。 ECC 被纳入关键项目组成部分的设计中，这些组成部分大致分为两个相互关联的类别： I. 学术丰富和 学生支持。活动包括加强城市科技大学数学和化学领域的同伴指导计划、建立学期前数学预备研讨会、在基于学科的课程规划中实施定制的学术建议模式、生物医学/行为领域的职业教育和转学准备，以及在学生群体（桥梁学者）和布鲁克林学院大三/大四学生之间建立一个支持性的同伴指导网络。二.将学生的发展融入研究中。桥梁学者的活动包括建立夏季研究学院，随后进行为期两个学期的研究开发和强化计划，最后在布鲁克林学院进行为期九周的夏季桥梁研究体验，然后再进入学士学位课程。此外，还建立了一个基于项目的数字平台，以促进稳健的 将开发学生与导师的互动，并促进记录学生活动、学术作品和本科生研究经验的创新手段。该平台将有助于综合项目组成部分，以建立和维持研究参与度。总的来说，这些策略将提高学生在入学、保留、 生物医学和行为科学副学士学位和学士学位的转学和完成。