INCLUDES DDLP: UL-ASSIST: University-Led Action on Student and Systemic Inequities in STEM Transfer

大学主导的STEM转移中学生和系统不平等问题行动（UL-ASSIST）项目由美国国家科学基金会的埃迪·伯尼斯·约翰逊（Eddie Bernice Johnson）资助，该项目将工程和科学领域代表性不足的发现者（INCLUDES）倡议纳入全国学习者社区，作为设计和开发启动试点（DDLP）。“包括倡议”旨在激励和加速协作基础设施建设，以推进和维持系统性变革，扩大STEM的大规模参与。ddlp探索新的战略和模式，以协作方式扩大STEM的参与。UL-ASSIST的目标是为转到四年制大学的社区大学生增加进入STEM研究生院和就业途径的机会。超过一半的美国学生在美国的社区学院开始他们的大学生涯，社区学院与服务不足和少数族裔之间存在很强的交叉性。多项研究表明，成功完成STEM学士学位的转学生在实现学士学位后的学术和职业目标方面落后。投资STEM转学生的职业准备是帮助STEM专业身份发展、解决国家参与和劳动力挑战的关键战略。UL-ASSIST的试点框架为测试和扩展有前途的实践奠定了坚实的基础，这些实践可以在区域和全国范围内加以利用、复制和推广。UL-ASSIST提供了一种全面的方法，以提高社区学院转学生在STEM领域的参与度，并推进研究生学习、STEM领域就业和职业公平的途径。UL-ASSIST的以转移为重点的干预模式是基于近二十年的研究，包括高影响力的实践和STEM职业认同的发展。uc - assist计划通过以下方式解决了2 - 4年大学过渡中的结构性障碍：1)通过三部分桥梁研究模式增加获得和完成多个STEM本科生研究经验的机会，该模式包括基于课程的研究和由接受过转移信息多指导方法培训的大学教师指导的研究；2)通过对社区学院STEM教师和学生服务专业人员的有针对性的专业发展，减轻社区学院学生和顾问在STEM职业知识方面的差距，这将提高为社区学院学生提供的早期职业建议的质量；3)支持社区学院转学生建立STEM专业认同和特定行业的职业准备。这将增加获得学士学位后成果的机会，如研究生学习和stem部门就业。UL-ASSIST试点测试了六种有针对性的干预措施。其中三个以学生为中心，三个针对高等教育系统。需求评估和干预框架、成果和经验教训通过UL-ASSIST研讨会得到扩大，使项目利益攸关方以及区域和国家机构参与并了解情况。此外，UL-ASSIST定期与INCLUDES国家网络合作，分享形成性、总结性和倡议后的学习和成果。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

The University-Led Action on Student and Systemic Inequities in STEM Transfer (UL-ASSIST) project is funded by NSF’s Eddie Bernice Johnson Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (INCLUDES) Initiative as a Design and Development Launch Pilot (DDLP). The INCLUDES Initiative seeks to motivate and accelerate collaborative infrastructure building to advance and sustain systemic change to broaden participation in STEM at scale. DDLPs explore new strategies and models for collaborative approaches to broadening participation in STEM. The goal of UL-ASSIST is to increase access to STEM graduate school and employment pathways for community college students who transfer to four-year institutions. More than half of U.S. students begin their college careers in America’s community colleges, and there is strong intersectionality between community college and underserved and minoritized populations. Multiple studies indicate that transfer students who successfully complete STEM baccalaureate degrees lag in the attainment of their post-baccalaureate academic and professional goals. Investment in career readiness for STEM transfer students is a key strategy to aid in the development of STEM professional identity, and to address national participation and workforce challenges. UL-ASSIST’s pilot framework serves as a strong foundation for testing and expansion of promising practices that can be leveraged, replicated, and scaled regionally and nationally. UL-ASSIST provides a holistic approach to increasing participation among community college transfer students in STEM and advancing pathways to graduate study, STEM-sector employment, and career equity.UL-ASSIST’s transfer-focused intervention model is grounded in nearly two decades of research, including high impact practices and development of STEM professional identity. The UL-ASSIST initiative addresses structural obstacles in the two-to-four year college transition by 1) increasing access to, and completion of multiple STEM undergraduate research experiences through a three-part bridge to research model that includes course-based research and mentored research by university faculty trained in transfer-informed multi-mentorship approaches, 2) mitigating gaps in STEM career knowledge by community college students and advisors through targeted professional development to community college STEM faculty and student services professionals that will enhance the quality of early career advising provided to community college students, and 3) supporting STEM professional identity-building and sector-specific career readiness of community college transfer students, which will increase access to post-baccalaureate outcomes such as graduate study and STEM-sector employment. The UL-ASSIST pilot tests six targeted interventions. Three are student-focused and three address higher education systems. Needs-assessment and intervention frameworks, results, and lessons learned are amplified through a UL-ASSIST Symposium to engage and inform project stakeholders and regional and national institutions. Additionally, UL-ASSIST regularly engages with the INCLUDES National Network to share formative, summative, and post-initiative learnings and outcomes.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.