Institutional Partnership to Create Successful Student Transition in Smart Energy & Materials

社区大学的学生在获得STEM学士学位的道路上比那些通过四年制大学进入大学的学生面临更多的障碍。为了创造一条通往STEM学位的可行途径，并确保有重大经济需求的学生有机会，该项目将建立一个由美国国家科学基金会STEM奖学金（S-STEM）资助的合作伙伴关系，该奖学金以宾厄姆顿大学为中心，提供从社区大学到STEM学士学位的顺利过渡和支持。该项目将与宾厄姆顿、纽约市立大学昆斯伯勒社区学院和纽约州立大学布鲁姆社区学院之间建立成功的合作伙伴关系，以提高学生从理学副学士（as）过渡到理学学士（BS）学位课程的保留率、成功率和毕业率。该项目强调跨学科的方法，将“智能能源”作为教育重点，这对美国未来的替代能源至关重要，并将学科重点放在化学、物理和机械工程学位上。该项目将为90名低收入、有学术天赋的学生提供四年奖学金，目标是让所有参与该项目的学生都能完成学士学位。该项目将从经过验证的网络中招募低收入、有学术天赋和代表性不足的学生。项目特色将包括早期研究经验、1学分研讨会、两年制和四年制学校之间的协调咨询支持、教师指导发展、行业实习和中学拓展机会、支持无缝转学的衔接协议，以及促进学习社区的其他形式的支持。这项拟议的S-STEM计划的基本目标是通过从合作社区学院到宾厄姆顿大学的良好支持和无缝转学路径，促进低收入，学术有天赋的学生（包括代表性不足的少数民族和女学生）完成STEM学士学位和就业。拟议中的学生将接受与智能能源相关的STEM领域的培训，这是一个关键的社会挑战。学生们将获得实践经验，解决当前的全球问题，并将在宾厄姆顿的前沿研究项目中为STEM领域的知识增长做出贡献，包括能源生产和存储的新材料和新技术。美国化学会（American Chemical Society）的ChemIDP将引导学生完成自我评估、职业规划、目标设定和技能强化的过程。项目团队将与美国化学学会教育部门合作，为参与项目的教师提供专业发展研讨会和资源，以支持更高水平的学生建议。该项目将研究干预措施，以提高社区学院转学生的留校率、结业率和学业成就，并在转学生开始在社区学院学习时为他们提供支持，从而为塑造学生在STEM教育中成功的因素提供知识体系。那些被认为在实现项目目标方面有效的活动将作为在纽约州立大学64个校区无缝转移的模式提交给纽约州立大学校长，并通过区域会议和教育专题讨论会在全国范围内传播。通过吸引学者参与STEM项目，并指导他们获得学士学位并进入与科学相关的职业，该项目将产生超出纽约州立大学宾厄姆顿分校的影响，以满足全国对训练有素的科学家和工程师的需求，同时为经济困难的学生提供机会。

Community college students face more barriers on their path to a STEM bachelor's degree than those entering college through a four-year school. To create a viable pathway to STEM degrees, and to ensure opportunities to students with significant financial need, this project will establish a partnership funded by an NSF Scholarships in STEM (S-STEM) Track 3 award centered at Binghamton University that provides a smooth and supported transition from community college through STEM baccalaureate degrees. The project will work with established, successful partnerships between Binghamton, CUNY Queensborough Community College, and the SUNY Broome Community College to increase retention, success, and graduation of students as they transition from Associate of Science (AS) to Bachelor of Science (BS) degree programs. The project emphasizes an interdisciplinary approach, using "Smart Energy" as an educational emphasis that is critical to the alternative energy future of the United States, and a disciplinary focus on degrees in chemistry, physics, and mechanical engineering. The project will offer 90 low-income, academically talented students four-year scholarships and aim for all students in the program to complete their BS degree. The project will recruit from proven networks for low-income, academically talented, and underrepresented students. Project features will include an early research experience, a 1-credit seminar, coordinated advising support between 2-year and 4-year schools, faculty mentorship development, industry internship and middle school outreach opportunities, articulation agreements to support seamless transfer, and other forms of support to foster learning communities. The fundamental objective of this proposed S-STEM program is to promote STEM BS degree completion and careers for low-income, academically talented students, including underrepresented minority and female students, through a well-supported, seamless transfer path from partner community colleges to Binghamton University. The proposed students will be trained in STEM fields related to Smart Energy, as a key societal challenge. The students will gain hands-on experience, addressing current global problems, and will contribute to knowledge gains in STEM fields, including new materials and technologies for energy generation and storage at leading-edge research programs at Binghamton. The American Chemical Society's ChemIDP will be employed to take students through a process of self-assessment, career planning, goal setting and skill strengthening. The project team will work with the American Chemical Society's Education Division to provide professional development workshops and resources to faculty involved in the project in support of upper level student advising. This project will study interventions to improve retention, completion and academic success for community college transfer students, extending support to transfer students as soon as they begin at community college, contributing to the body of knowledge about the factors that shape student success in STEM education. Those activities deemed to be effective in meeting the project goals will be brought to the SUNY Chancellor as a model for seamless transfer across the 64 SUNY campuses and disseminated nationally through regional meetings and educational symposia. By attracting scholars into STEM programs and guiding them through BS degrees and into science-related careers, this project will have impact beyond SUNY Binghamton to fill a national need for highly trained scientists and engineers, while providing opportunities for economically disadvantaged students.