Machias Initiative for Science and Technology (MIST)

MIST项目旨在提高缅因州大学马基亚斯分校(UMM)STEM专业的成功，这是一所小型的农村公共文科学院，课程围绕环境和社区可持续发展问题建立。与许多农村和经济困难地区的大学一样，UMM擅长提供关键教育和劳动力发展，但理科专业的留校率和毕业率低于同龄人。在这些地区，受教育程度长期较低。从大学一年级到大学二年级的坚持不懈被认为是限制学生成功的关键瓶颈。MIST项目将改变理科专业大一新生的入学体验，通过实践证明可以提高保留率，特别关注那些存在与高辍学率相关的风险因素的学生的需求，比如贫困、家庭中第一个上大学的学生，或者属于服务不足的少数群体。该项目将以前期工作的成功为基础，通过(1)建立一个为期10天的暑期计划和其他支持，以帮助有风险的学生过渡到大学，(2)重组辅导服务，以补充学生在课堂上接受的指导，(3)纳入更多基于探究和解决问题的学习经验，以及(4)开发更好的职业意识和准备方法。增加STEM毕业生的数量将有助于满足劳动力需求，同时确保学生能够在当地找到报酬丰厚的工作。调查人员将采用关键的最佳做法，以提高一到二年的保留率。具体来说，他们将采取以下四项举措：(1)实施为期10天的桥牌计划和寄宿学习社区，以支持高危学生和未得到充分服务的学生(例如，第一家庭大学学生、农村贫困学生和少数族裔学生)过渡到大学并克服出勤率和成功的障碍。用来衡量成功的问题包括：(A)提高STEM的兴奋感和决心，(B)减少对发展数学课程的需求，(C)创造有效的学习技能，以及(D)提高对引人注目的STEM教育途径和职业的认识？(2)实施补充教学(SI)计划，通过提供与课堂和实验室活动高度整合的结构化小组教学，提高学生的毅力和成功。用来衡量成功的问题包括：SI/辅导对(A)学生在辅导课程中的表现和(B)一般MIST计划目标(兴奋、决心、学习技能、对STEM课程和职业的认识和兴趣)有什么影响(如果有的话)？(3)改革所有一年级STEM课程的教学，纳入更多基于问题和基于问题的学习、职业意识和参与现场经验。用来衡量成功的问题包括：关键基础课程(内容、教学方法、辅导等)的教学转型要素是什么？这与(A)提高学生的成就、满意度、自信心和参与度以及(B)一至二年级的保留率有关？(4)为一年级学生发展职业意识和准备活动及资源。衡量成功的问题包括：MIST求职网站和校友学生交流活动在多大程度上提高了一年级学生对STEM职业机会和教育途径的认识？

The MIST project aims to increase the success of STEM majors at the University of Maine at Machias (UMM), a small, rural, public liberal arts college with a curriculum built around issues of environmental and community sustainability. Like colleges in many rural and economically challenged regions, where educational attainment rates are significantly and chronically lower, UMM excels at providing critical education and workforce development, but science majors have lower retention and graduation rates than their peers. Persistence from the first to the second year of college has been identified as a key bottleneck limiting student success. The MIST project will transform the first-year experience for freshman science majors using practices shown to improve retention, focusing specifically on the needs of students who have risk factors associated with high drop-out rates, such as poverty, being the first in their family to attend college, or belonging to an underserved minority group. The project will build on the success of preliminary work by (1) instituting a 10-day summer program and other supports to help at-risk students transition to college, (2) restructuring tutoring services to supplement the instruction that students receive in classes, (3) incorporating more inquiry-based and problem-solving learning experiences, and (4) developing better approaches to career awareness and preparation. Increasing the number of STEM graduates will help to meet workforce demands while ensuring that students have access to rewarding and well-paid jobs locally.The investigators will adapt key best practices to improve first-to-second-year retention rates. In particular, they will undertake the following four initiatives:(1) Implementing a 10-day bridge program and residence hall learning communities to support transition to college and overcome barriers to attendance and success for at-risk students and underserved students (e.g., first-in-family college attendees, rural poor, and minority students). Questions to be used to measure success include: How effective are the various elements of the bridge program in (a) increasing STEM excitement and determination, (b) decreasing the need for developmental math courses, (c) creating effective study skills, and (d) increasing awareness of compelling STEM educational pathways and careers?(2) Implementing a Supplemental Instruction (SI) program to boost student persistence and success by providing structured group instruction that is highly integrated with classroom and laboratory activities. Questions to be used to measure success include: What effects, if any, does SI/tutoring have on (a) student performance in tutored courses and (b) general MIST program goals (excitement, determination, study skills, awareness of and interest in STEM courses and careers)?(3) Transforming instruction in all first-year STEM courses to incorporate more inquiry- and problem-based learning, career awareness, and engaging field experiences. Questions to be used to measure success include: What elements of transforming the instruction in key foundational courses (content, instructional technique, tutoring, etc.) are associated with (a) an increase in student achievement, satisfaction, confidence, and engagement and (b) first-to-second year retention?(4) Developing career awareness and preparation activities and resources for first-year students. Questions to be used to measure success include: To what degree do the MIST career website and alumni-student exchange activities increase awareness in first-year students of STEM career opportunities and educational pathways?