Oswego SMILES (Science & Math Increased Learning Experiences in STEM)

纽约州立大学奥斯威戈分校通过增加入学学生在头两年的保留率，让更多拥有STEM学位的学生毕业。他们的自我研究是干预措施的基础，找出了宣布STEM专业的学生在大一到大二或大二和大三之间没有被保留的关键原因。三个主要原因是学生转到非STEM专业，学术资格被取消，或者在学术地位良好的情况下离开大学。机构数据的改进将化学和数学方面的有问题的课程确定为导致留住问题的特别关键瓶颈。通过实施五点计划，利用他们自己的机构数据和文献中报告的有效做法，纽约州立大学奥斯威戈分校正在使他们的STEM毕业生人数在5年内净增加20%。正在实施的第一个组成部分是为即将到来的STEM专业的学生扩大一个成功的、但规模较小的夏令营，并在夏令营中增加化学内容。第二个部分是利用化学和物理课上未被充分利用的时间，增加“情境中的数学”问题和讨论。第三个组成部分是通过使用嵌入式辅导员来加强对未入学学生和有针对性的课程的辅导服务。第四个组成部分是由高年级学生为STEM专业的一年级和二年级学生提供系统化的同伴辅导。最后一个部分是为学生在大学的头几年提供本科生研究体验。这个多管齐下的项目的各个方面都能够在其他高等教育机构实施，因为调查人员正在优化现有的资源，如课程实验室和辅导中心。暑期桥数学和化学夏令营特别有效地使处于危险中的学生在第一学期开始时处于有利地位，以取得成功。语境中的数学课程既是必修的，也是接触到大量学生的，因为它是在STEM专业的大招生课程中实施的，这些课程往往是STEM毕业生的绊脚石。小型本科生研究部分针对的是那些可以从早期沉浸在该学科中获得最大好处的学生。调查人员通过在校园和附近的学院和大学为同事组织讨论和研讨会，分享他们的有效做法。

SUNY College at Oswego is graduating more students with STEM degrees by increasing the retention of matriculated students during their first two years of study. Their self-study on which the interventions are based, identified key reasons declared STEM majors were not retained between freshman and sophomore years or between sophomore and junior years. The three principal reasons are students switching to non-STEM majors, becoming academically disqualified, or leaving the university while still in good academic standing. Refinement of institutional data pinpointed problematic courses in Chemistry and Mathematics as particular key choke points contributing to the retention problem.By implementing a five-point plan that draws on their own institutional data and informed by effective practices reported in the literature, SUNY Oswego is increasing their number of STEM graduates over a 5 year period by a net 20%. The first component being implemented is the expansion of a successful, but small, summer bridge Math Camp for incoming STEM majors, and adding Chemistry content to the camp. The second component is taking advantage of under-utilized time in Chemistry and Physics classes to add "Math in Context" problems and discussion. The third component is enhancing tutoring services both for walk-in students and for targeted courses by utilizing embedded tutors. The fourth component is systematizing peer mentoring by upperclassmen for freshman and sophomore STEM majors. The final component is providing undergraduate research experiences for students during their first years on campus.Aspects of the multi-pronged program are capable of being implemented at other institutions of higher education since the investigators are optimizing resources that are already in place such as course laboratories and tutoring centers. The summer bridge Math and Chemistry Camp is especially effective at enabling at-risk students to start their first semester in a strong position to succeed. The Math in Context program is both mandatory and reaching a large number of students since it is implemented within large-enrollment courses taken by STEM majors that too-often are stumbling blocks to possible STEM graduates. The small undergraduate research component is targeting students that could most benefit from an early immersion experience in the discipline. The investigators are sharing their effective practices by organizing discussions and workshops for colleagues on campus and at nearby colleges and universities.