The Sacramento State PASS Program: Peer-Assisted Student Success

该项目的重点是提高入门STEM课程的通过率，以便将该机构的STEM毕业生人数增加18%。这一增长使STEM毕业率达到了整个大学的平均水平：首次入学的学生毕业率为42%；转学生占62%。为实现这一目标，采用了三种战略。1 .早期干预和建议计划识别STEM入门课程中有风险的学生，并要求这些学生在课程的第四周之前参加一套特定的学术和非学术干预。2。STEM承诺学习计划激励STEM学生达到大学推荐的每单元数学和科学课程三个小时的学习时间。“致力于学习”课程使学生认识到不同的教学和学习模式，以及如何利用这些模式在STEM课程中取得成功。3。STEM同伴辅助学习（PAL）计划通过在入门STEM课程中同伴辅助的补充指导来提高学生的成功。PAL计划还影响STEM门户课程的教学，以整合主动和协作学习，基于探究的教学和向后设计课程规划。知识价值。该项目提供了一套综合的基于研究的保留计划如何与现有的大学计划相协调，以改变STEM学生在门户课程中成功的模式。该项目正在推进对某些因素如何使特定学生面临STEM失败风险的认识。更准确地了解如何将风险变量与经过验证的基于研究的干预措施相匹配，对于提高所有STEM学科的留校率和毕业率至关重要。更广泛的影响。该项目将研究和教育结合起来，通过促进对导致学生在入门级低年级STEM课程入学期间离开STEM领域的因素如何能够系统地映射到已被证明是成功的特定研究干预措施的理解。此外，该项目还研究了如何识别和优先考虑特定学生的STEM保留风险因素（数学准备，STEM特定学习技能，动机，个人财务和社会问题等），以及如何将其纳入干预措施，如同伴辅助学习，学习计划和非学术支持服务，如经济援助和时间管理研讨会，学生健康和保健资源。虽然这种方法可以在资源充足的小型机构中一对一完成，包括训练有素的STEM顾问，但这种方法过于劳动密集型，并且对于大型公共机构来说过于昂贵。早期干预和建议组件正在生成丰富的数据流，可以揭示风险因素与保留之间的定量相关性，同时也允许为注册门户课程的个人学生创建数据驱动的治疗计划。PAL组件为STEM教师提供了一种参与行动研究项目的机制，这些项目有助于科学教育的知识库，同时也建立了跨学科的伙伴关系。PAL注重后向设计课程的规划，同时提倡教师和PAL辅导员以学生为中心的教学。PAL通过创建学术支持社区和不同学生通过STEM学习活动联系的机会，扩大了代表性不足群体的参与。它还培养了大批训练有素的学生，向他们的同龄人教授科学，为教师招聘创造了渠道。PASS跨学科合作通过在STEM部门和学生事务之间建立工作伙伴关系来增强教育基础设施。通过向加州州立大学系统和当地社区学院、特定学科的STEM全国会议以及跨学科的高等教育和第一年经验（FYE）会议进行演讲，PASS的成果将通过多个州和联邦途径进行传播。包含数据和发现的专著将通过项目网站和FYE列表服务器以电子方式发布。保留和科学教育研究的综合和分析将使STEM学生、教师和管理人员受益，并为地方和国家的公共政策制定者提供信息。

This project is focusing on increasing the pass rate in gateway STEM courses in order to increase the number of STEM graduates at the institution by 18 percent. This increase brings the STEM graduation rate to that of the overall university average: 42 percent for first time freshmen; 62 percent for transfer students. Three strategies are being used to achieve this goal. I. The Early Intervention and Advising Program identifies at-risk students in gateway STEM courses and requires these students to participate in a specific set of academic and non-academic interventions prior to the fourth week of classes. II. The STEM Commit to Study Program motivates STEM students to achieve the University's recommended three hours of study per one unit of mathematics and science coursework. The Commit to Study curriculum enables students to recognize different teaching and learning modalities and how they can be used to succeed in STEM courses. III. The STEM Peer Assisted Learning (PAL) Program improves student success with peer-facilitated supplemental instruction in gateway STEM courses. The PAL Program also influences instruction in STEM gateway courses to integrate active and collaborative learning, inquiry-based instruction, and Backward Design curriculum planning. Intellectual Merit. This project provides an understanding of how an integrated set of research-based retention programs is coordinated with existing university programs to transform the pattern of STEM student success in gateway courses. This project is advancing knowledge about how certain factors put particular students at risk for failure in STEM. A more accurate understanding about how to match at-risk variables with validated research-based interventions is essential to increasing retention and graduation rates across all STEM disciplines. Broader Impacts. This project integrates research and education by advancing understanding about how the factors that cause students to leave STEM fields during their enrollment in gateway lower division STEM courses can be systematically mapped onto specific sets of research-based interventions which have been proven to be successful. In addition, the project examines how STEM retention risk factors (math preparation, STEM-specific study skills, motivation, personal financial and social concerns, etc.) can be identified and prioritized for a particular student and how they can be mapped onto interventions such as peer assisted learning, study programs and non-academic support services such as financial aid and time management workshops, student health and wellness resources. Although this can be done one-on-one at small institutions with sufficient resources, including a trained STEM counselor, this method is too labor-intensive and prohibitively expensive to do at large public institutions. The Early Intervention and Advising component is generating a rich data stream that can uncover quantitative correlations between risk factors and retention while also allowing the creation of data-driven treatment plans for individual students enrolled in gateway courses. The PAL component affords STEM faculty a mechanism to engage in action-research projects that contribute to the knowledge base of science education, also creating interdisciplinary partnerships. With its focus on Backward Design curriculum planning, PAL also promotes student-centered teaching by faculty and PAL facilitators. PAL broadens the participation of underrepresented groups by creating academic support communities and the opportunity for diverse students to connect through STEM study activities. It also produces a large cohort of students trained to teach science to their peers, creating a pipeline for teacher recruitment. PASS interdisciplinary collaborations enhance the infrastructure for education by creating working partnerships between STEM departments and Student Affairs. The outcomes of PASS will be disseminated through multiple state and federal pathways via presentations to the California State University system and local community colleges and to discipline-specific STEM national meetings and interdisciplinary Higher Education and First Year Experience (FYE) conferences. A monograph with data and findings will be published electronically through a project website and the FYE list serve. The synthesis and analysis of the retention and science education research will benefit STEM students, faculty and administrators, and inform local and national public policy makers.