Fostering Student Success in STEM Disciplines through Engaged Learning - Phase II

贝尔纳普堡学院(FBC)是一所部落控制的社区学院，位于蒙大拿州中北部的贝尔纳普堡印第安人保留地。拟议项目的总体目标是提高学生在FBC-S STEM(科学、技术、工程和数学)课程和学位课程的参与度和成就率。该第二阶段项目将建立在FBC-S第一阶段项目的书面成功的基础上，同时解决通过收集和分析第一阶段评估数据确定的持久性挑战。为了实现《S》项目的双重目标，项目人员将实施综合实施战略，以实现八个以学生为中心的目标：(1)STEM学位项目的入学人数，(2)参加STEM暑期学院的人数，(3)大学入学考试的成绩，(4)参加研究和实习计划的成绩，(5)STEM把关课程的成绩，(6)保留率，(7)毕业人数和(8)转学人数。实现这些目标的主要项目战略包括：(1)广泛的外展和招聘计划，(2)大学前暑期STEM学院，(3)暑期研究和实习机会，以及(4)STEM课程的补充指导和辅导。除了支持这些以学生为中心的项目活动外，项目资金还将用于支持：(1)为STEM项目建立数据驱动的年度审查过程，(2)全面的数学课程改革，以及(7)持续的教师发展机会。评估活动将为项目人员提供所需的信息，以有效地监控项目进展，提高其持续有效性，评估其在实现项目目标和目的方面的成功，并将其结果传达给各种利益相关者。

Fort Belknap College (FBC) is a tribally controlled community college located on the Fort Belknap Indian Reservation in northcentral Montana. The overall goals of the proposed project are to increase student participation and success in FBC?s STEM (Science, Technology, Engineering and Mathematics) courses and degree programs. This Phase II project will build upon the documented successes of FBC?s Phase I project, while addressing persistence challenges identified through the collection and analysis of Phase I evaluation data. In order to achieve the project?s dual goals, project personnel will carry out an integrated implementation strategy designed to accomplish eight student-centered objectives associated with: (1) enrollment in STEM degree programs, (2) participation in STEM summer academies, (3) performance on college placement exams, (4) participation in research and internship programs, (5) performance in STEM gatekeeper courses, (6) retention rates, (7) graduation numbers, and (8) transfer numbers. Primary project strategies for accomplishing these objectives include: (1) extensive outreach and recruiting programs, (2) pre-college summer STEM academies, (3) summer research and internship opportunities, and (4) supplemental instruction and tutoring for STEM courses. In addition to supporting these student-centered project activities, project funds also will be used to support: (1) the establishment of a data- driven annual review process for STEM programs, (2) comprehensive mathematics curriculum reform, and (7) ongoing faculty development opportunities. Evaluation activities will provide project personnel with the information needed to effectively monitor the project?s progress, improve its ongoing effectiveness, assess its success in achieving project goals and objectives, and communicate its outcomes to a variety of stakeholders.