STEM BUILD 2.0 at UBMC

UBMC 的 STEM BUILD 2.0

基本信息

批准号：
10693837
负责人：
William Richard LaCourse
金额：
$ 91.71万
依托单位：
UNIVERSITY OF MARYLAND BALTIMORE COUNTY
依托单位国家：
美国
项目类别：
财政年份：
2014
资助国家：
美国
起止时间：
2014-09-26 至 2024-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10693837
关键词：
Achievement Admission activity Associate Degree Behavioral Research Biochemical Biochemistry Biological Sciences Biomedical Research Chemicals Chemistry Coupled Credentialing Dedications Development Drops Early Intervention Educational Curriculum Educational process of instructing Employment Opportunities Engineering Environmental Engineering technology Evaluation Exclusion Face Faculty Foundations Future Goals Graduate Degree Health Individual Infrastructure Institution Internships Intervention Investigation Learning Mathematics Mechanics Mentors Methodology Mind Modeling Motivation Outcome Pathway interactions Performance Phase Positioning Attribute Postbaccalaureate Productivity Psychology Randomized, Controlled Trials Readiness Research Research Personnel Risk STEM field STEM program STEM research Scholars Program Scholarship Science, Technology, Engineering and Mathematics Students Talents Textiles Training Training Programs Underrepresented Minority Underrepresented Populations Universities Vision career college community building design education research effective intervention evidence base experience hands-on learning improved innovation matriculation novel strategies programs scale up skills statistics student participation student retention student training success transfer student undergraduate research undergraduate research experience undergraduate student

项目摘要

Contact PD/PI: Rous, Philip J The overall core of the STEM BUILD 2.0 at UMBC initiative (July 1, 2019 – June 30, 2024) is to implement, scale, and sustain through institutional change and integration into the academic core the interventions and best practices found to be of significant impact to undergraduate academic success, persistence, and readiness to matriculate into science, technology, engineering, and mathematics (STEM) graduate programs and/or employment opportunities, especially those related to biomedical research. Capacity, scalability, and sustainability (i.e., infrastructure) coupled with collective impact forms the foundation of all decisions of this initiative, as we envision the advantages and opportunities of individual scholar programs applied to all students. We will pursue our vision in three ways and use the Pathways to STEM Success model for evaluation. Institutional Development – Build and permanentize the infrastructure to implement scalable interventions that effectively boost undergraduate performance and persistence in STEM fields. These early interventions include approaches to build community, effective academic and career advising, research education and experiences, and culturally-sensitive faculty. Better-trained students will increase the number of underrepresented minorities pursuing post-graduate degrees while increasing the productivity of faculty researchers. Research Education – Design and implement a strategically coordinated group of academic and research education courses to overcome the challenges that promising students often encounter (e.g., limited positions for internships and undergraduate research positions for which students in scholars’ programs are favored). Infusing these courses into the fabric of the academic core increases the capacity (through BUILD Group Research, STEM and research readiness/practicum modules, and curriculum-based undergraduate research experiences) for all students to have an applied learning experience, which is critical to student success, persistence and scientific efficacy. Student Training Core – Reimagine the BUILD Training Program (BTP) as a two-year training phase followed by a two-year affiliate phase to ensure that promising students are retained in STEM majors and better prepared for post baccalaureate, graduate, or professional programs, with an emphasis on biomedical and behavioral research. This “2 year within a 4 year” model for direct entry students targets the times they are at most risk for switching from STEM majors or leaving the university. The model aligns well with the pathways of transfer students, who enter with associates degrees from their sending institutions. Such an approach is the basis for a comprehensive model for a public university to engage promising, at-risk students and help them develop the skills, experience and motivation to excel in STEM programs and eventually diversity the biomedical research workforce. STEM BUILD 2.0 will continue to proceed under the motto of “500, not 50”, as we envision a new approach to give all students the opportunity of a scholar program’s experience. Page 60 Project Summary/Abstract Contact PD/PI: Rous, Philip J STEM BUILD 2.0 at UMBC is a research investigation dedicated to becoming a model for change by responding to the national call to retain more university majors in STEM, with an emphasis on diversifying the biomedical workforce. The use of randomized control trial methodology will help document best practices that have been adapted from successful scholars’ programs and scaled up to support promising undergraduates at risk for retention in STEM and dropping out of college. Strategies vetted through this initiative have the potential to change the face of the future biomedical workforce and harness the diverse, talented minds needed to protect the nation’s health and wellness. ! Page 61

联系PD/PI：Rous，Philip J STEM Build 2.0在UMBC计划（2019年7月1日至2024年6月30日）的总体核心是实施，扩展，并通过机构变革和融入学术核心来维持干预措施和最佳发现的实践对本科学术成就，持久性和准备就绪有重大影响矩阵纳入科学，技术，工程和数学（STEM）研究生课程和/或就业机会，尤其是与生物医学研究有关的机会。容量，可伸缩性和可持续性（即基础设施）和集体影响构成了所有决定的基础倡议，正如我们设想的，适用于所有学生的个别科学计划的优势和机会。我们将以三种方式追求我们的愿景，并使用途径来抑制成功模型进行评估。机构发展 - 建立和永久建立基础设施以实施可扩展干预措施这有效地提高了STEM领域的本科表现和持久性。这些早干预措施包括建立社区，有效的学术和职业咨询，研究的方法教育和经验以及对文化敏感的教师。训练有素的学生将增加代表少数民族攻读研究生学位的少数群体，同时提高教师的生产力研究人员。研究教育 - 设计和实施战略性协调的学术组和研究教育课程，以克服承诺学生经常遇到的挑战（例如，实习职位和本科研究职位有限的职位将这些课程融入学术核心的结构中增加了能力（通过建造小组研究，STEM和研究准备/实践模块以及基于课程的本科研究经验）所有学生都拥有应用学习经验，这对于学生成功至关重要，持久性和科学效率。学生培训核心 - 重新想象建筑培训计划（BTP）为期两年的培训阶段，然后是两年的会员阶段，以确保有前途的学生成为保留在STEM专业的专业中，并准备好准备后的学士学位，毕业生或专业课程，并与强调生物医学和行为研究。直接入学学生的“ 4年内2年”模型目标是他们最多有可能从STEM专业切换或离开大学的时代。模型对齐与转学学生的途径相处，他们从发送机构进入副学士学位。这种方法是公立大学参与有前途的，危险的综合模型的基础学生并帮助他们发展在STEM计划中表现出色的技能，经验和动力，并最终多样性生物医学研究人员。 STEM Build 2.0将继续以“ 500，500，不是50英寸，因为我们设想了一种新的方法，可以为所有学生提供科学计划的经验机会。第60页项目摘要/摘要联系PD/PI：Rous，Philip J UMBC的STEM Build 2.0是一项研究调查，致力于通过响应来成为变革的模型全国呼吁保留更多大学专业的STEM，重点是使生物医学多样化劳动力。使用随机对照试验方法将有助于记录过去的最佳实践改编自成功的学者的计划，并扩大规模支持承诺的本科生保留在STEM中并退出大学。通过该计划审查的策略有可能改变未来的生物医学劳动力和利用潜水员，才华横溢的思想国家的健康与保健。第61页

项目成果

期刊论文数量（11）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Complete Genome Sequences of Streptomyces Bacteriophages Annihilus, TonyStarch, Thiqqums, CricKo, ClubPenguin, RosaAsantewaa, and PherryCruz.

DOI：
10.1128/mra.00922-22
发表时间：
2022-11-17
期刊：
MICROBIOLOGY RESOURCE ANNOUNCEMENTS
影响因子：
0.8
作者：
Park, Yvette Genie;McCarthy, Gillian Faith;Mustafa, Hadeeqa;Feild, Gemma M.;Puram, Snigdha;Younes, Hager Aly;Imam, Danyah;Erill, Ivan;Caruso, Steven M.
通讯作者：
Caruso, Steven M.

Genome Sequences of Streptomyces Bacteriophages Fabian, FlowerPower, Geostin, RetrieverFever, and Vorvolakos.

DOI：
10.1128/mra.00998-22
发表时间：
2022-12-15
期刊：
Microbiology resource announcements
影响因子：
0.8
作者：
通讯作者：

Complete Genome Sequences of HonestAbe, Anthony, and Taffo16, Three Cluster C Bacillus cereus Group Bacteriophages.

DOI：
10.1128/genomea.00493-18
发表时间：
2018-06-21
期刊：
Genome announcements
影响因子：
0
作者：
Lee M;Puglisi KM;UMBC STEM-BUILD Cohort 1;Erill I;Caruso SM
通讯作者：
Caruso SM

Think 500, not 50! A scalable approach to student success in STEM.

DOI：
10.1186/s12919-017-0094-5
发表时间：
2017
期刊：
BMC proceedings
影响因子：
0
作者：
LaCourse WR;Sutphin KL;Ott LE;Maton KI;McDermott P;Bieberich C;Farabaugh P;Rous P
通讯作者：
Rous P

Students' Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment.

学生对课堂实验室环境中分配的团队角色的理解和看法。