Award Abstract #1564712
Cohort Community for Academic Achievement Persistence and Perseverance in STEM Scholars Program

NSF Org:	DUE Division Of Undergraduate Education
Initial Amendment Date:	March 25, 2016
Latest Amendment Date:	March 25, 2016
Award Number:	1564712
Award Instrument:	Standard Grant
Program Manager:	Eric Sheppard DUE Division Of Undergraduate Education EHR Direct For Education and Human Resources
Start Date:	April 1, 2016
End Date:	March 31, 2021 (Estimated)
Awarded Amount to Date:	$649,926.00
Investigator(s):	Louise Wrensford louise.wrensford@asurams.edu (Principal Investigator) Rhonda Porter (Co-Principal Investigator) John Williams (Co-Principal Investigator) Li Feng (Co-Principal Investigator)
Sponsor:	Albany State University 504 College Drive Albany, GA 31705-2796 (229)430-2799
NSF Program(s):	S-STEM-Schlr Sci Tech Eng&Math
Program Reference Code(s):	9178, SMET
Program Element Code(s):	1536

ABSTRACT

This NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) project will increase the number of students, who major in STEM disciplines at Albany State University and go on to successfully pursue STEM post-graduate education or research careers. During the project, 18 scholars will (a) develop and follow a four-year academic and professional plan that will include freshman learning community courses, workshops, service learning, and field trips or visitations under the guidance of a Student Success Coach, (b) participate in at least one undergraduate research experience, and (c) attend and present an undergraduate research project at an on-campus or regional conference. After graduation these talented scholars are expected to join the STEM workforce or go on to graduate school in STEM, enabling the US to compete and innovate in a global economy.

The theory of action for this project is that psychosocial factors such as STEM identity and self-efficacy are particularly critical to retaining STEM students. Thus, the project elements are designed to help students to develop these factors through a strong cohort anchored around a freshman learning community, targeted and intrusive advising, mentoring by faculty and peers, and participation in undergraduate research and internships. Evaluation will address the project's success in achieving its retention, course pass rate, and graduation objectives. Data analysis of student academic performance and participation in program activities will be used to study the effects of interventions like the learning community and intrusive advising on self-efficacy and science identity for students at a Historically Black University. The research results will be disseminated at the University System of GA Teaching and Learning Conference and the Understanding Interventions that Broaden Participation in STEM Careers conference. Manuscripts will be submitted to the Journal of Higher Education and the Journal of College Science Teaching.

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