Collaborative Proposal: BRCC/LSU - A Partnership for STEM Student Success

该项目正在扩大巴吞鲁日社区学院科学，技术，工程和数学司（BRCC-STEM）和路易斯安那州立大学工程学院（LSU-CoE），以提高STEM学生在BRCC完成两年制科学（AS）和应用科学（AAS）学位以及在路易斯安那州立大学完成四年制科学（BS）学位的程度（强调工程/施工管理- E/CM）。一个项目的成果是增加BRCC AS/AAS E/CM毕业生的数量每年25谁在路易斯安那州立大学进一步E/CM研究有坚实的学术基础。 对于路易斯安那州立大学，我们的目标是提高整体第二-第三年的保留，并最终在工程累计第六年毕业率每年2-3%，以目前的大学平均水平为所有进入新生（59%）。基于从早期STEP项目中吸取的“社区意识”教训、与BRCC学生进行小组讨论的结果以及基于研究的教育实践，这些目标正在通过以下行动实现：1）在BRCC设计和实施工程前学习社区; 2）在两所院校的核心STEM/工程课程中整合补充教学/学术支持，如同侪领导团队学习（PLTL）; 3）扩大教师发展机会，并支持院校之间的师生互动/合作，以改善学生的学习; 4）提供必要的环境和培训，以发展学生之间的导师关系（特别是转学生），教师和执业专业/行业合作伙伴;和5）实施有效的监测和持续改进的机制。这个项目是作为STEM学生成功的典范。

This project is expanding an existing partnership between Baton Rouge Community College Science, Technology, Engineering and Mathematics Division (BRCC-STEM) and Louisiana State University College of Engineering (LSU-CoE) to increase STEM students' completion of two year Associates of Science (AS) and Applied Science (AAS) Degrees at BRCC and four year Bachelor of Science (BS) degrees at LSU (emphasizing Engineering/Construction Management - E/CM). One project outcome is to increase the number of BRCC AS/AAS E/CM graduates to 25 annually who have strong academic foundations for further E/CM study at LSU. For LSU, the goal is to improve the overall 2nd-3rd year retention and ultimately the cumulative 6th year graduation rate in engineering by 2-3% annually to the current university average for all entering freshmen (59%). Grounded in the "sense of community" lessons learned from an earlier STEP project, the results of small group discussions with BRCC students and research-based educational practices, these goals are being met through the following actions: 1) designing and implementing a pre-engineering learning community at BRCC; 2) integrating supplemental instruction/academic support such as Peer Lead Team Learning (PLTL) in core STEM/Engineering courses at both institutions; 3) expanding faculty development opportunities and supporting faculty-student interaction/collaboration across institutions that improves student learning; 4) providing the environment and training necessary to develop mentoring relationships among students (particularly transfer students), faculty and practicing professional/industry partners; and 5) implementing mechanisms for effective monitoring and continuous improvement. This project is serving as a model for STEM Student Success.