Sustainability of best practices for minority STEM student retention and success

这笔赠款为德克萨斯大学埃尔帕索分校(UTEP)的示范卓越学院(MIE)计划第三阶段提供资金，该项目将在全国范围内被指定为示范卓越学院(MIE)。NSF MIE计划的首要目标是增加在代表人数不足的少数族裔中攻读和获得科学、技术、工程和数学(STEM)学位的人数。在UTEP，这一目标已经转化为努力提高从事STEM职业的低收入墨西哥裔美国学生的留校率和毕业率。UTEP MIE项目已经发展成为支持以学生成功为重点的最佳实践的活动：工程师和科学家学术中心(ACES)有效教学与学习中心(CETaL)进入学生的学习圈(Circle)UTEP课程、课程和实验室改进项目(CCLI)UTEP本科生研究体验项目(REU)利用第三阶段资金，UTEP将实施一项可持续发展计划，保证此类最佳实践的长期资金，以造福其历来服务不足的拉美裔学生群体。NSF MIE计划是一项正在进行的实验，旨在创建国家高等教育模式，以促进未被充分代表的少数群体持续有效地参与STEM并取得成就。在UTEP，MIE被设想为一项历时11年的努力，旨在开发、实施和测试一种理论，该理论将大学经历视为一个影响学生坚持不懈和自然流失的有机系统。该理论基于个人离开的纵向模型，该模型可以从学生入学前的属性、意图、目标和承诺、机构经历以及对学术和校园社交生活的融入等方面进行分析。在UTEP制定的MIE活动反映了这一纵向模式的主要组成部分。

This grant funds Phase III of the Model Institution for Excellence (MIE) program at the University of Texas at El Paso (UTEP) minority-serving institutions to be designated, nationwide, as a Model Institution for Excellence (MIE). The NSF MIE Program has the overarching goal of increasing the number of under represented minorities that pursue and earn degrees in Science, Technology, Engineering, and Mathematics (STEM). At UTEP, this goal has been translated into an effort to increase the retention and graduation rates of low-income Mexican-American students who pursue STEM careers. The UTEP MIE Project has evolved into activities that support best practices focused on student success: The Academic Center for Engineers and Scientists (ACES) The Center for Effective Teaching and Learning (CETaL) The Circles of Learning for Entering Students (CircLES) The UTEP Curriculum, Course, and Laboratory Improvement Project (CCLI) The UTEP Research Experiences for Undergraduates Project (REU) With Phase III funds, UTEP will implement a sustainability plan that guarantees the long-term funding of such best practices for the benefit of it's historically underserved Hispanic-majority student body. The NSF MIE Program is an ongoing experiment to create national models for higher education that will promote participation and achievement of underrepresented minorities in STEM, consistently and effectively. At UTEP, MIE was envisioned as an eleven-year effort to develop, implement and test an theory that views the college experience as an organic system that affects student persistence and attrition. The theory is based on a longitudinal model of individual departure that can be analyzed in terms of a student's pre-entry attributes, intentions, goals and commitments, institutional experiences, and integration to academic and campus social life. MIE activities developed at UTEP reflect the main components of this longitudinal model.