Transfer Students Pathway to Graduate School

从国家科学基金会的科学，技术，工程和数学奖学金（S-STEM）计划的资金，转学生途径研究生院计划将提供支持，以证明经济需要和学术承诺的低收入学生在工程学院（CoE）在加州大学伯克利分校（UCB）取得成功。该项目将在5年内为攻读工程学科学士学位的转学生提供64个奖学金。这个项目的意义在于它对低收入社区大学生坚持读研究生的学术文献的潜在贡献。这方面的文献非常有限，转学生进入研究生院的途径项目将有助于缩小这一知识差距。这个S-STEM轨道2项目将调查社区大学转学的研究生院途径的预测因素，以及在工程领域促进这一点的有效干预措施。该计划将侧重于提高学者的学术成就和自我效能，并通过个性化的支持服务为他们进入研究生院做好准备。这些服务包括教师指导，咨询，研究生院的个性化计划，研究生的同伴咨询以及访问UCB CoE广泛的学生服务网络。该计划的目标是：1）增加转学生进入STEM研究生课程的入学人数; 2）为低收入转学生提供支持性计划，使他们更好地为进入研究生院并取得成功做好准备; 3）促进高等教育社区对低收入转学生进入研究生院和劳动力的方法的理解。

With funding from the National Science Foundation's Scholarships in Science, Technology, Engineering and Mathematics (S-STEM) program, the Transfer Student Pathways to Graduate School program will provide support to low-income students with demonstrated financial need and academic promise to succeed in the College of Engineering (CoE) at the University of California, Berkeley (UCB). The project will fund 64 scholarships over 5 years for transfer students who will pursue bachelor's degrees in engineering disciplines. The significance of this project is in its potential contributions to the scholarly literature on persistence in graduate school by low-income community college students. This literature is extremely limited and the Transfer Student Pathways to Graduate School project will help close that knowledge gap.This S-STEM Track 2 project will investigate the predictors of a graduate school path for community-college transfers and the effective interventions to promote this in engineering. The program will focus on increasing scholars' academic achievement and self-efficacy and preparing them for entry to graduate school through individualized supportive services. Those services include faculty mentoring, counseling, individualized plans for graduate school, peer advising from graduate students and access to the UCB CoE's expansive student services network. The program objectives are to 1) increase enrollment of transfer students into STEM graduate programs; 2) provide low-income transfer students with supportive programs that better prepare them for entry to and success in graduate school; and 3) advance understanding in higher education communities of methods that prepare low-income transfer students to enter graduate school and the workforce.