Strategies And Initiatives That Revitalize Wesley College STEM Programs

Abstract

Church-related small private liberal arts baccalaureate minority-serving institutions like Wesley College have modest endowments, are heavily tuition-dependent, and have large numbers of financially-challenged students. In order to sustain the level of academic excellence and to continue to build student demographic diversity in its accessible robust Science and Mathematics (STEM) programs, the faculty sought federal and state funds to implement a coordinated program of curriculum enhancements and student support programs that will increase the number of students choosing STEM majors, increase their academic success, and improve retention.

Integrative Biological Chemistry Program Includes The Use Of Informatics Tools, GIS And SAS Software Applications

“…At Wesley, all STEM majors are strongly encouraged to participate in meaningful undergraduate research projects in the DE-INBRE/DE-EPSCoR-sponsored mentored directed research program (D’Souza and Kroen et al, 2015; D’Souza and Wang, 2012; D’Souza et al, 2011), or as interns in industry, or in government internships. The undergraduates can participate in research as (paid) research assistants during the academic year or during an intensive (paid) 10-week internship program.…”

“…The renovations and cyber-upgrades reinvigorated the sponsored mentored undergraduate directed-research program and increased the number of undergraduate participants by 40% (D’Souza and Kroen et al, 2015; D’Souza and Wang, 2012; D’Souza et al, 2011). …”

“…In AY 2013 there were 110 STEM majors. Housed in Cannon Hall, the STEM programs provide a learning environment where hands-on experience through undergraduate research is continually incorporated (D’Souza and Kroen et al, 2015; D’Souza and Wang, 2012; D’Souza et al, 2011). …”

Integrative Approach for a Transformative Freshman-Level STEM Curriculum

“…Research suggests that for many students low retention in STEM has little to do with student performance or attitude; rather, it is more closely linked to a loss of interest in science, perceptions of poor teaching, insufficient information about how courses and requirements connect to careers, and perceptions that STEM disciplines are unpleasantly competitive (Drew, 2015). Revising courses, curricula, and support services to foster integrative learning gives students both the enthusiasm and the cognitive tools to persist and succeed in challenging STEM majors (Brewer & Smith, 2011; Brophy, 2013; D’Souza, Kroen, Stephens, & Kashmar, 2015; Gale, 2013). …”

“…Activities such as first- and second-year seminars, common intellectual experiences, learning communities, undergraduate research, early alert systems, and peer and faculty mentoring have significant impacts on student success, particularly for those from underrepresented groups (Burkum, Habley, McClanahan, & Valigga, 2010; Chang, Sharkness, Hurtado, & Newman, 2014; D’Souza, 2012; D’Souza, Barile, & Givens, 2015; D’Souza, Curran, Olsen, Nwogbaga, & Stotts, 2015; D’Souza, Curran, & Stotts, 2014; D’Souza, Dwyer, Allison, Miller, & Drohan, 2011; D’Souza, Kashmar, et al, 2015; D’Souza, Kroen, Stephens, & Kashmar, 2015; D’Souza, Walls, Rojas, Everett, & Wentzien, 2015; D’Souza & Wang, 2012; Edwards, 2015; Gale, 2013; Habley & McClanahan, 2010; Kuh, 2008; Nerd Scholar, 2013). Also, coordinated, comprehensive intervention programs have been found to be very effective (Hernandez, Schultz, Estrada, Woodcock, & Chance, 2013; Nerd Scholar, 2013; Tinto, 2012).…”