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Development of a Distance Education Program by a Land-Grant University Augments the 2-Year to 4-Year STEM Pipeline and Increases Diversity in STEM

机译：授予土地的大学开发的远程教育计划将2年到4年的STEM管道扩大了并增加了STEM的多样性

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Although initial interest in science, technology, engineering and mathematics (STEM) is high, recruitment and retention remains a challenge, and some populations are disproportionately underrepresented in STEM fields. To address these challenges, the Microbiology and Cell Science Department in the College of Agricultural and Life Sciences at the University of Florida has developed an innovative 2+2 degree program. Typical 2+2 programs begin with a student earning an associate’s degree at a local community college and then transferring to a 4-year institution to complete a bachelor’s degree. However, many universities in the United States, particularly land-grant universities, are located in rural regions that are distantly located from their respective states’ highly populated urban centers. This geographical and cultural distance could be an impediment to recruiting otherwise highly qualified and diverse students. Here, a new model of a 2+2 program is described that uses distance education as the vehicle to bring a research-intensive university’s life sciences curriculum to students rather than the oft-tried model of a university attempting to recruit underrepresented minority students to its location. In this paradigm, community college graduates transfer into the Microbiology and Cell Science program as distance education students to complete their Bachelor of Science degree. The distance education students’ experiences are similar to the on-campus students’ experiences in that both groups of students take the same department courses taught by the same instructors, take required laboratory courses in a face-to-face format, take only proctored exams, and have the same availability to instructors. Data suggests that a hybrid online transfer program may be a viable approach to increasing STEM participation (as defined by enrollment) and diversity. This approach is particularly compelling as the distance education cohort has comparable grade point averages and retention rates compared to the corresponding on-campus transfer cohort.
机译：尽管最初对科学，技术，工程和数学（STEM）的兴趣很高，但招聘和保留仍然是一个挑战，在STEM领域中，某些人群所占的比例过低。为了应对这些挑战，佛罗里达大学农业与生命科学学院的微生物学和细胞科学系制定了创新的2 + 2学位课程。典型的2 + 2计划始于在当地社区大学获得副学士学位的学生，然后转移到4年制机构完成学士学位。但是，美国的许多大学，特别是授予土地的大学，都位于农村地区，这些地区与各自州的人口稠密的城市中心相距遥远。这种地理和文化上的距离可能会阻碍招募本来高质量和多样化的学生。在此，我们介绍了一种2 + 2计划的新模型，该模型使用远程教育作为工具，将研究型大学的生命科学课程带给学生，而不是大学试图招募代表性不足的少数族裔学生的传统模式位置。在这种范例中，社区大学的毕业生以远程教育生的身份转入微生物学和细胞科学专业，以完成理学学士学位。远程教育学生的体验与校园学生的体验相似，因为两组学生都接受由同一位讲师讲授的相同系课程，以面对面形式参加必修的实验室课程，仅参加督导式考试，并且具有与教师相同的可用性。数据表明，混合在线转移计划可能是增加STEM参与度（由入学率定义）和多样性的可行方法。这种方法特别引人注目，因为远程教育队列的平均成绩和保留率与相应的校园内转移队列相比具有可比性。

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