Mathematics as a Common Language in Science: A Scholarship Program for Students in Science, Technology, Engineering and Mathematics at Mississippi State University
This study evaluated a scholarship support program, "Mathematics as a Common Language in Science," that was funded by the National Science Foundation (NSF). Running from 2015 to 2020, the scholarship support program assisted 31 students to major in chemistry, physics, or mathematics with t...
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| Veröffentlicht in: | Journal of STEM education 2024-01, Vol.25 (1), p.47-54 |
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| creator | Herring, Maggie E L Elder, Anastasia D Oppenheimer, Seth F Pierce, Donna M Mlsna, Deb |
| description | This study evaluated a scholarship support program, "Mathematics as a Common Language in Science," that was funded by the National Science Foundation (NSF). Running from 2015 to 2020, the scholarship support program assisted 31 students to major in chemistry, physics, or mathematics with the intent of supporting these students to enter graduate school and careers in the physical sciences. In this study, student outcome metrics and survey data were collected to investigate the impact of the program elements on the participants' academic success. Additional program elements, such as access to tutoring support, outreach opportunities, and undergraduate research, were emphasized to support students in their designated major. A 1-credit-hour course, taught first semester for the first-year cohort of students, emphasized study skills and university resources, and engaged students to consider the overarching applicability of math concepts to the science curriculum. The findings of this study offer insight into program elements that supported student success with consideration of aspects that did not function as planned. The authors hope that sharing these insights will aid other programs to structure effective programming for students. |
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Running from 2015 to 2020, the scholarship support program assisted 31 students to major in chemistry, physics, or mathematics with the intent of supporting these students to enter graduate school and careers in the physical sciences. In this study, student outcome metrics and survey data were collected to investigate the impact of the program elements on the participants' academic success. Additional program elements, such as access to tutoring support, outreach opportunities, and undergraduate research, were emphasized to support students in their designated major. A 1-credit-hour course, taught first semester for the first-year cohort of students, emphasized study skills and university resources, and engaged students to consider the overarching applicability of math concepts to the science curriculum. The findings of this study offer insight into program elements that supported student success with consideration of aspects that did not function as planned. 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Running from 2015 to 2020, the scholarship support program assisted 31 students to major in chemistry, physics, or mathematics with the intent of supporting these students to enter graduate school and careers in the physical sciences. In this study, student outcome metrics and survey data were collected to investigate the impact of the program elements on the participants' academic success. Additional program elements, such as access to tutoring support, outreach opportunities, and undergraduate research, were emphasized to support students in their designated major. A 1-credit-hour course, taught first semester for the first-year cohort of students, emphasized study skills and university resources, and engaged students to consider the overarching applicability of math concepts to the science curriculum. The findings of this study offer insight into program elements that supported student success with consideration of aspects that did not function as planned. The authors hope that sharing these insights will aid other programs to structure effective programming for students.</abstract><cop>Auburn</cop><pub>Institute for SMET Education and Research</pub></addata></record> |
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| ispartof | Journal of STEM education, 2024-01, Vol.25 (1), p.47-54 |
| issn | 1557-5276 |
| language | eng |
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| source | EZB-FREE-00999 freely available EZB journals; EBSCOhost Education Source |
| subjects | College students Colleges & universities Core curriculum Course Content Engineering Enrollments Ethnicity First Generation College Students Graduate studies Language Skills Mathematics Outcomes of Education Peer tutoring Physical sciences Physics Science Curriculum STEM education Students Study skills Success Time management White people |
| title | Mathematics as a Common Language in Science: A Scholarship Program for Students in Science, Technology, Engineering and Mathematics at Mississippi State University |
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