STEM Scholars Program: Developing Tomorrow's Leaders in Science, Technology, Engineering, and Mathematics

这个国家科学基金会（NSF）科学、技术、工程和数学（S-STEM）奖学金项目将在纽约皇后区的圣约翰大学资助70名学业有才华的低收入家庭学生，为期5年，以获得生物、化学、数学和物理学学士学位，促进毕业后进入STEM劳动力市场或攻读高级学位课程。除了奖学金，学生还将获得学习技能研讨会，辅导，研讨会，职业规划研讨会和教师同行指导等形式的支持。该项目还将帮助提高所有一年级科学和数学学生的保留率，建立一个教师小组，他们将在入门级课程中引入基于证据的高影响力教育实践。奖学金和支持低收入和学术才华的学生，谁可能无法获得STEM学位，将有助于产生一个训练有素的劳动力，将有助于国家的经济福祉。该项目结合了各种方法来提高STEM学位完成。将成立一个名为科学联盟的教师工作组。这些教师希望通过改善生物学、化学、数学和物理学学位的入门课程来提高保留率。项目教师将接受循证、有效教学和高影响力教育实践方面的培训，并将在入门级课程中实施这些培训。核心教师团队将作为校园领导者，培训其他教师，并共同努力，全面改造入门级科学和数学课程。 该项目将利用大二的研讨会作为一种手段，以发展通勤和居民学生群体之间的学术社区，并提供低收入的学术人才通勤学生获得高影响力的做法，以提高保留率，包括协作作业和项目，与教师的研究，和服务学习机会。在这个名为“解决大问题”的大二研讨会上，学者们将分组工作，并在教师辅导员的指导下选择自己的问题来解决。将鼓励学者选择影响大纽约市地区的问题，可以使用多学科STEM方法进行分析。研讨会将成为一个基础，围绕这个基础将建立一批学者。该项目将研究这种研讨会的方法如何提高保留率，并帮助低收入学生，其中许多是非住宅通勤，给这些学生一个围绕课程和课外活动的社区建设。该研究将使用匹配的比较组的前后分析来确定计划的有效性。该计划的调查结果将广泛传播到STEM教育界。

This National Science Foundation (NSF) Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) project at St. John's University in Queens, New York will support 70 academically talented, low-income students over a 5-year period to attain bachelor's degrees in biology, chemistry, mathematics and physics, to facilitate entry into the STEM workforce or advanced degree programs upon graduation. In addition to scholarships, students will receive support in the form of study skills workshops, tutoring, seminars, career-planning workshops, and peer mentoring by faculty. The project will also help to increase retention among all first-year science and mathematics students by establishing a group of faculty who will introduce evidence-based high-impact education practices in introductory-level courses. Scholarships and support for low-income and academically talented students, who may not otherwise be able to obtain STEM degrees, will help to produce a well-trained workforce that will contribute to the economic well being of the nation.The project combines a variety of approaches for improving STEM degree completion. A faculty working group called the Science Consortium will be created. These faculty expect to increase retention by improving introductory courses in degrees in biology, chemistry, mathematics and physics. Project faculty will be trained in evidence-based, effective instruction and high-impact education practices and will implement these in introductory-level courses. The core faculty team will serve as campus leaders training other members of the faculty and working together to fully transform the introductory-level science and mathematics curricula. The project will utilize a sophomore seminar as a means to develop a scholarly community between commuter and resident student populations and to provide low-income academically talent commuting students access to high impact practices known to improve retention including collaborative assignments and projects, research with faculty, and service learning opportunities. In this sophomore seminar entitled "Solving the Big Problem," scholars will work in groups and choose their own problem to address under the guidance of faculty facilitators. Scholars will be encouraged to choose problems impacting the greater New York City area that can be analyzed using a multidisciplinary STEM approach. The seminar will form the basis around which a cohort of scholars will be established. The project will study how this seminar approach improves retention and helps low-income students, many of which are non-residential commuting, give these students a community build around curricular, and co-curricular activities. The study will use a pre-post analysis of matched comparison groups to determine program effectiveness. The findings from the program will be disseminated widely to the STEM education community.