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、工程和数学学部（BRCC-STEM）与路易斯安那州立大学工程学院（LSU- coe）之间现有的合作伙伴关系，以提高STEM学生在BRCC完成两年科学副学士（AS）和应用科学（AAS）学位，并在路易斯安那州立大学完成四年科学学士（BS）学位（强调工程/建筑管理- E/CM）。项目成果之一是将BRCC AS/AAS E/CM毕业生的数量增加到每年25人，这些毕业生为路易斯安那州立大学进一步的E/CM学习奠定了坚实的学术基础。路易斯安那州立大学的目标是提高二、三年级的总体保留率，最终将工程专业六年级的累计毕业率每年提高2-3%，达到目前所有新生的大学平均水平（59%）。基于从早期STEP项目中获得的“社区意识”经验教训、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设计和实施一个工程前学习社区；2)在两所院校的核心STEM/工程课程中整合补充指导/学术支持，如同伴领导团队学习（PLTL）；3)扩大教师发展机会，支持跨机构的师生互动/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（特别是转校生）、教师和执业专业/行业合作伙伴之间的师徒关系；5)有效监控和持续改进的实施机制。这个项目是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.