STAR Chemistry Program: Inspiring, Educating, and Preparing Young Science Talent for an American Ready Workforce

通过STAR化学项目，沃尔什大学的首席研究员团队寻求增加经济困难的学生完成化学学位的数量。使用队列模型来促进保留16名参与者。学生们参加活动，以加强他们作为化学家的自我认同感，在学习社区内生活和上课，并与教师导师建立关系。该项目的一个独特特点是创新的化学课程，它将美国化学学会(ACS)的认证学位标准与课程和实习相结合，以培养出具有适合该地区劳动力需求的专业知识的毕业生。为了吸引符合条件的候选人并扩大参与，启动了一项全面的招聘计划，包括利用学生数据库提供商与高中学生、校园科学研讨会以及地方和地区科学博览会的学生互动，并聘请一名专门针对项目的招生顾问。S-STEM学者参加了一个重新设计的学习计划，该计划旨在解决化学毕业生所需技能与当地行业确定的技能之间的现有差距。新课程包括职业研讨会系列，化学实习，以及材料、环境、燃料和能源化学课程。学术项目以循证留存战略为基础，例如以五个基本主题(社区建设、多样性、整合、主动学习和反思/评估)为基础的学习社区、激励性教师指导、一年级研讨会和可选的本科研究。通过评估和评价产生的数据支持这样一种基本原理，即以就业为动机的学生在获得应用课程和联合课程援助后，会成为自我确认的化学家，并在毕业后留用。形成性和终结性评估侧重于项目目标是否达到：(A)确定和招收具有不同学术天赋的学生群体，(B)增加化学专业的保留率，(C)为学生进入劳动力市场做好技能准备。对学生的进步和准备情况进行评估。学生们被调查了该项目各组成部分的有效性。该项目成果的传播为使用以行业为中心的课程作为留住STEM学生的手段提供了一个模式。该项目团队通过美国化学学会和俄亥俄州科学院的年度会议，以及通过在《化学教育杂志》和《大学科学教学杂志》等期刊上发表评估结果来介绍他们的工作。项目成果包括总结性评价的结果和为新课程编写的课程材料。

Through the STAR Chemistry project the Principle Investigator team at Walsh University seeks to increase the number of economically disadvantaged students who complete a degree in chemistry. A cohort model is used to facilitate the retention of 16 participants. The students participate in activities that strengthen their self-identity as chemists, live and take classes within a learning community, and build relationships with faculty mentors. A unique feature of the project is the innovative chemistry curriculum which integrates the American Chemical Society (ACS) criteria for a certified degree with coursework and internships in order to produce graduates with expertise that fits the workforce needs of the region. In order to attract eligible candidates and broaden participation, a comprehensive recruitment plan that involves interacting with students at high schools, on-campus science workshops, and local and regional science fairs, using student database providers, and hiring a project-specific Admissions Advisor is initiated. The S-STEM scholars take part in a redesigned program of study that addresses the existing gap in skills needed by chemistry graduates and those identified by local industry. The new curriculum includes a Career Seminar Series, a Chemistry Internship, and courses in Materials, Environmental, and Fuels and Energy Chemistry. The academic program is augmented with evidence-based strategies for retention such as a learning community grounded in five essential topics (community building, diversity, integration, active-learning, and reflection/assessment), motivational faculty mentoring, a first year seminar, and optional undergraduate research. Data generated through assessment and evaluation support the rationale that employment-motivated students who are provided with an applied curriculum and co-curricular assistance become self-identified chemists who are retained through graduation. Formative and summative evaluation focuses on whether or not the program objectives of (a) identifying and recruiting a diverse population of academically talented students, (b) increasing chemistry major retention, and (c) preparing students with skill to enter the workforce are met. Assessment of students' progress and preparedness is performed. The students are surveyed about the effectiveness of the project's components. Dissemination of the project results provides a model for using an industry-centered curriculum as a means of retaining STEM students. The project team presents their work through annual meetings of the ACS and the Ohio Academy of Sciences and through publication of evaluation findings in journals such as the Journal of Chemical Education and the Journal of College Science Teaching. Project deliverables include results of summative evaluation and the course materials developed for the new curriculum.