Project Abstracts for 

Fiscal Year 2019 

Minority Science and Engineering 

Improvement Program

New Awards
Table of Contents

CA - California State University - San Marcos Corporation..................................................................5

San Marcos, CA

Institutional Grant

P120A190093

DC - Howard University.............................................................................................................................6

Washington, DC

Institutional Grant

P120A190018

DC - Howard University.............................................................................................................................7

Washington, DC

Special Projects Grant

P120A190033

FL - Florida Agricultural and Mechanical University ............................................................................8

Tallahassee, FL

Special Projects Grant

P120A190042

FL - Florida Agricultural and Mechanical University ............................................................................9

Tallahassee, FL

Institutional Grant

P120A190064

FL - Florida Agricultural and Mechanical University ..........................................................................10

Tallahassee, FL

Special Projects Grant

P120A190038

GA - Albany State University ..................................................................................................................11

Albany, GA

Special Projects Grant

P120A190090

GA - Clayton State University .................................................................................................................12

Morrow, GA

Institutional Grant

P120A190025

GA - Paine College ....................................................................................................................................13

Augusta, GA

Institutional Grant

P120A190098

GA - Savannah State University..............................................................................................................14

Savannah, GA

Institutional Grant

P120A190051

LA - Southern University at Shreveport.................................................................................................15

Shreveport, LA

Institutional Grant

P120A190058
MS - Jackson State University .................................................................................................................16

Jackson, MS

Institutional Grant

P120A190049

NC - North Carolina Central University ................................................................................................17

Durham, NC

Institutional Grant

P120A190041

NY - Mercy College...................................................................................................................................18

Dobbs Ferry, NY

Institutional Grant

P120A190048

PR - Inter American University of Puerto Rico - San German ............................................................19

San Juan, PR

Institutional Grant

P120A190062

PR - Universidad del Sagrado Corazon ..................................................................................................20

San Juan, PR

Institutional Grant

P120A190043

PR - University of Puerto Rico in Ponce .................................................................................................21

Ponce, PR

Institutional Grant

P120A190095

PR - University of Puerto Rico in Ponce .................................................................................................22

Ponce, PR

Institutional Grant

P120A190102

PR - Universidad Ana G. Mendez, Recinto de Carolina .......................................................................23

Carolina, PR

Institutional Grant

P120A190047

SC - Benedict College................................................................................................................................24

Columbia, SC

Institutional Grant

P120A190061

SC - South Carolina State University......................................................................................................25

Orangeburg, SC

Institutional Grant

P120A190106

TX - Texas A&M University - Kingsville................................................................................................26

Kingsville, TX

Institutional Grant

P120A190085
TX - The University of Texas at El Paso.................................................................................................27

El Paso, TX

Institutional Grant

P120A190082

TX - The University of Texas at El Paso.................................................................................................28

El Paso, TX

Institutional Grant

P120A190023

TX - University of Houston - Downtown ................................................................................................29

Houston, TX

Institutional Grant

P120A190069
CA - California State University - San Marcos Corporation

San Marcos, CA

Institutional Grant

P120A190093

Abstract

The proposed FIRST2STEM program at California State University San Marcos (CSUSM) will serve

undergraduate STEM majors who require enrollment in a developmental math pathway before calculus–the 

gateway mathematics course for their majors. These students require two additional courses, which sets their

academic timeline behind their peers at a critical period in which they can lose motivation to pursue their 

majors. At CSUSM, 36.9 percent of URM STEM majors require the developmental math pathway 

compared to 13.08 percent of non-URM STEM majors. Moreover, there is a substantial gap in passing rates 

between URM students (59.8 percent) and their non-URM peers (73.4 percent). This three-year project 

totaling $748,966 in requested funding will enable CSUSM to affect long-range improvement of graduation

rates for URMs and women in STEM disciplines.

The FIRST2 STEM Project will meet the following four objectives:

increase their enrollment and pass rates in calculus;

1) increase their academic and social integration;

2) increase their retention and graduation rates overall; and

3) increase their retention and graduation within STEM without a change in major to outside of the 

College of Science and Mathematics (CSM).

FIRST2STEM is a comprehensive program focused on the first two years of the undergraduate experience 

as participants progress through the developmental math pathway. Based on ongoing work through the Office 

of Undergraduate Studies (OUGS) to support the success of students in the College of Science and 

Mathematics (CSM), this program will complement CSM’s classroom initiatives by supporting URM students 

outside of the classroom through co-curricular support, including peer tutoring, peer mentorship,

additional advising, community building, and introduction to undergraduate research experience. These

activities are geared toward promoting academic success and identity among participants, which is a strong 

predictor of persistence in STEM.

Culturally competent project personnel will implement the program. Starting the summer before their freshman 

term, participants will be enrolled in summer bridge programming that includes Early Start mathematics 

preparation, mathematics workshops, and STEM programming, which includes meeting CSM faculty and 

visiting industry sites. FIRST2STEM participants will then be enrolled in cohorts within the University’s 

Lifelong Learning course where the Project Director will introduce them to campus resources, to CSM faculty, 

and to projects that will allow them to explore scientific problem-solving, entrepreneurship, research 

literacy, and financial literacy. The cohort will progressthrough their first two years with regular mathematics 

tutoring, professional development programming, intrusive advising, and opportunities to shadow upper 

division research students in faculty laboratories.

The proposed intervention meets the first Competitive Preference Priority (CPP One) of promoting innovation 

and efficiency in the educational process because supporting participantsto succeed the first time in courses 

means they are more likely to progress in a timely manner to degree completion, a cost-saving measure for 

students and taxpayers alike. The second Competitive Preference Priority (CPP Two) of promoting skills to 

prepare participants to be thoughtful and productive citizens is met by the programming that includes the 

Lifelong Learning course, where students will practice critical thinking skills, learn about how to conduct 

research, and be taught financial literacy to help them plan for their lives.
DC - Howard University

Washington, DC

Institutional Grant

P120A190018

Abstract

This Institutional Project grant proposal aims to develop an undergraduate research platform in which 

students from underrepresented populations in Science and Engineering disciplines at Howard University

(HU) will participate in industry-identified research themes and projects under the mentorship of the

faculty. The focus will be on STEM students with GPAs of 2.00-3.00 or non- scholarship students at the 

freshman and sophomore levels where the stimulation of scientific interest through participation in realworld, hands-on research projects at the early years of STEM education are proven to boost both retention 

and graduation rates. The identification of industry- defined research themes and projects will be done 

through industry involvement. This project addresses both competitive priorities of promoting innovation, 

improving educational outcomes for student and educator, supporting research, and discussing financial 

literacy that result in the engagement of students in devising innovative solutions to real-world problems.

Fifty students per year will be targeted and the measurable objectives are:

▪ Providing undergraduate students in STEM, especially those with a GPA range of 2.00-3.00 at 

the freshman and sophomore levels, an undergraduate research experience on industry-defined 

themes and projects under the mentorship of HU faculty;

▪ Preparing students for internship and career opportunities in industry by equipping them with the 

necessary research skill set which is aligned with the needs of the industry;

▪ Providing HU STEM faculty the opportunity to become familiar with industry needs through the 

planned Bi-annual Workshops involving industry recruiters and leaders; and

▪ Encouraging faculty to engage in collaborative research and proposal preparation in addressing 

the emerging needs of industry collaborators and recruiters.
DC - Howard University

Washington, DC

Special Projects Grant

P120A190033

Abstract

“Precollege Program and Access to Careers in Engineering” (PPACE) under Special Projects directly 

addresses Competitive Preference Priorities 1 and 2.

In an effort to improve minority ninth grade students’ attitudes toward STEM fields especially in the field of 

engineering Howard University School of Education (Curriculum and Instruction Department and Human 

Development and Psychoeducational Studies Department), College of Arts and Sciences (Department of 

Mathematics); College of Engineering, Architecture and Computer Sciences; Center for Excellence, Teaching, 

Learning and Assessment (CETLA); and Office of Undergraduate Studies in collaboration with Texas Southern 

University School of Education (Curriculum and Instruction) and Liberal Arts(Department ofMathematics) will

design a program for precollege and undergraduate students to improve attitudes toward STEM fields especially 

engineering among precollege students.

The overall goal of this project is to improve attitudes toward STEM fields, especially engineering, among 

precollege student and increase academic performance of HU and TSU students.

The objectives are to:

1. Increase ninth graders’ content knowledge and skills in Algebra I.

2. Use the Engineering Design Process (EDP) to foster interest in STEM careers

3. Expose students to readiness strategies to maximize their success in college to undertake (STEM) 

courses of study

4. Provide opportunities for teachers of algebra to use the Next Generation of Science Standards (NGSS), 

and National Council of Teachers of Mathematics (NCTM) standards to incorporate algebra topics used 

during the EDP precollege program in their existing lessons

5. Deliver tutoring services for undergraduates taking college algebra to help increase their academic 

performance (Competitive Preference 1) during the fall semester.

6. Offer rising undergraduate student who are seniors majoring in a STEM area with knowledge and 

skills aimed at personal financial understanding and responsibility (Competitive Preference Priority 2) 

- five sessions during the fall and five sessions during the spring semester.

Howard University and Texas Southern University will develop a three-week precollege program to address and

improve attitudestoward STEM fields especially engineering among precollege student. This program addresses 

Competitive Preference Priorities 1: Supporting instruction in personal financial literacy for rising senior 

undergraduate students who majoring in a STEM area; and 2: Deliver tutoring services for undergraduate 

students taking algebra who are concern about being successful in the course. PPACE is a five-tier program 

designed to increase the number high school and undergraduate students’ interest and success in STEM subjects 

and careers. 

The program includes 1) a three week Summer Program incorporating the EDP for rising ninth grade students

and teachers in algebra; 2) an online college readiness advising component for students and parents; 3) 

opportunities for teachers of algebra to use EDP using science and mathematics standards in their existing

lessons; 4) tutoring services for undergraduate students who are having difficulty in their algebra class; and 5) 

financial literacy seminars that will be offered for rising senior STEM majors.

Expected Outcomes are: 1) additional 300 high school students will be interested in pursuing a career in a 

STEM area and prepare to attend college; 2) an additional 24 teachers using EDP with their students; 3) an 

additional 40 undergraduate students will successfully pass algebra; and 3) increase 100 students’ knowledge 

on financial literacy.
FL - Florida Agricultural and Mechanical University

Tallahassee, FL

Special Projects Grant

P120A190042

Abstract

Research has well established that the U.S. needs to grow its Science, Technology, Engineering and 

Mathematics (STEM) workforce to remain competitive on the global stage. One of the major ways to 

meet this national need is to more greatly engage traditionally underrepresented in these fields. Research 

has hypothesized that diverse STEM-based disciplines related to environmental applications may draw 

these students due to the potential societal long-term impacts associated with these careers. The goal of 

the Program of Excellence in STEM Environmental Education at Florida A&M University is to increase 

the number of underrepresented STEM students who enroll in and graduate with research experience in 

environmentally related STEM disciplines. Focusing on recruitment, retention, and graduation, this 

project will strengthen existing STEM programs by recruiting students who have been exposed to 

environmental research methods and skills through program activities. This exposure will be based on 

participation in active learning, stimulating environmentally relevant activities to inspire them to seek 

participation in those fields in their future education and career goals, while additionally motivating them 

to succeed in STEM courses in their present studies. This project has the potential to effect long-term 

improvement in STEM departments at Florida A&M University through increased enrollment of 

underrepresented students, particularly women. Impacting 40 students a year, the goals of the project 

mirror the expected outcomes over the three-year project which include the following: (1) increase the 

number of underrepresented K-12 students, especially women, that enroll in environmentally-related 

STEM-based disciplines in college, especially at FAMU; (2) increase the GPAs of these entering STEM 

students in foundational courses (Calculus, Chemistry, Biology, Intro to Engineering, Physics, and Intro 

to Programming) and those specifically environmental related courses (Intro to Environmental 

Engineering, Intro to Environmental Sciences, Sustainability, and Environmental Chemistry) prior to their 

enrollment, through summer preparatory courses, program workshops, and academic research 

opportunities; (3) increase retention of those students within STEM disciplines through advisement, 

mentoring and research opportunities; (4) increase number of those undergraduates conducting, reporting 

and presenting on environmental research within STEM disciplines; (5) increase number of STEM faculty

involved in mentoring students involved in undergraduate environmental research; and

(6) increase the number of high school STEM instructors who have been trained and can effectively teach

STEM-related courses to potential STEM students.

Project activities include:

(1) exposure of underrepresented students to careers in environmental STEM disciplines; (2) introduce 

these students to STEM-related research methods in workshops; (3) implementation a comprehensive 

summer camp with a focus on environmental research collaborations with university STEM faculty and 

implementation of STEM preparatory courses; (4) enhancement and development of instructional 

curriculum that models current foundational courses for STEM majors; (5) training high school faculty in 

use of research methods in instruction; and (6) exploration of opportunities for cross-disciplinary research 

collaboration in environmentally- related STEM disciplines. These activities will help the PE-STEM 

Environmental Education Program to address both the Competitive Preference Priority 1 and Competitive 

Priority 2 of the 2019 MSEIP announcement, as well as the Invitational Priority.
FL - Florida Agricultural and Mechanical University

Tallahassee, FL

Institutional Grant

P120A190064

Abstract

The U.S. needs to grow its Science, Technology, Engineering and Mathematics (STEM) workforce to 

remain competitive on the global stage. As science and engineering capabilities of the U.S. must increase, 

many view groups with lower rates of participation in these disciplines as an underutilized source of 

human capital, and that participation of traditionally underrepresented groups in STEM fields must 

increase. Fields and disciplines with environmental applications have been shown to draw these students 

due to the potential societal long-term impacts associated with these careers. The goal of the Program of 

Excellence in STEM Environmental Research at Florida A&M University is to increase the number of 

underrepresented STEM students who enroll in and graduate with research experience from 

environmentally-related STEM disciplines. This goal will be accomplished by following a three-tiered 

approach highlighting reinforcement, retention, and graduation. These supports will strengthen students 

in STEM disciplines by incorporating program-supported including: 1) tutorial courses based on 

foundational STEM-courses during the academic year; 2) supplementary summer STEM foundational 

courses; 3) environmentally-relevant research in faculty-mentored projects and/or environmental 

industry-based internships; and 4) mentorship with faculty dedicated to improve the students’ overall 

academic and professional potential in their environmental STEM discipline. 

These activities will support and incentivize student success which will inspire them to seek participation 

in those fields in their future education and career goals, while additionally motivating them to succeed in 

STEM courses in their present studies. This project has the potential to effect long-term improvement in 

STEM departments at Florida A&M University through increased academic success and graduation of 

underrepresented students, particularly women, in STEM fields with environmental relevance. Impacting 

30 students a year including sophomores, juniors, and seniors, the goals of the project mirror the expected 

outcomes over the three-year project which include the following: (1) increase the GPAs of students 

within environmentally-related STEM disciplines, especially in foundational courses (Calculus, 

Chemistry, Biology, Intro to Engineering, Physics, and Intro to Programming), prior to reaching upper 

division (junior) status, through summer supplementary courses, tutoring during academic year, program 

workshops, and academic research opportunities; (2) increase the retention of these students within 

environmentally-related STEM disciplines through advisement, mentoring, and research & internship 

opportunities; (3) increase the number of students completing their degrees in environmentally-related 

STEM disciplines; (4) increase the number of these undergraduates participating in conducting, reporting, 

and presenting on research within STEM disciplines; and (5) increase the number of STEM faculty 

involved in mentoring students involved in undergraduate research, especially focused on significant 

environmental issues. These activities will help the PE-STEM Environmental Education Program to 

address both the Competitive Preference Priority 1 and Competitive Priority 2 of the 2019 MSEIP 

announcement, as well as the Invitational Priority.
10

FL - Florida Agricultural and Mechanical University

Tallahassee, FL

Special Projects Grant

P120A190038

Abstract

Conservative estimates indicate that the U.S. needs to grow its Science, Technology, Engineering and 

Mathematics (STEM) workforce to remain competitive on the global stage. The country can help alleviate 

this problem by tapping into the vast underutilized minority population that are traditionally 

underrepresented in these fields. Presently, these students are pursuing degrees in these disciplines at the 

rate needed for the U.S. to maintain, much less progress, in the growing science and technology-driven 

global community. The goal of the Program of Excellence in STEM Enrichment at Florida A&M 

University is to increase the number of underrepresented STEM students who enroll in and graduate with 

research experience in STEM disciplines. Using a three-tiered approach focusing on recruitment, 

retention, and graduation, this project will strengthen existing STEM programs by recruiting students 

who have been exposed to research methods and skills through program activities, and have been 

introduced to more rigorous scientific methods in their K-12 science, technology, engineering, and math 

courses through high school course enhancement and K-12 faculty development. 

This project has the potential to effect long-term improvement in STEM departments at Florida A&M 

University through increased enrollment of underrepresented students, particularly women. Impacting 60 

students a year, the goals of the project mirror the expected outcomes over the three-year project which 

include the following: (1) increased number of underrepresented students, especially women, that enroll 

in STEM disciplines in college, especially at FAMU; (2) increased GPAs of those entering students in 

STEM foundational courses (Calculus, Chemistry, Biology, Intro to Engineering, Physics, and Intro to 

Programming) prior to their enrollment, through summer preparatory courses, program workshops, and 

academic research opportunities; (3) increased retention of those students within STEM disciplines 

through advisement, mentoring and research opportunities; (4) increased number of those undergraduates 

conducting, reporting and presenting on research within STEM disciplines; (5) increased number of 

STEM faculty involved in mentoring students involved in undergraduate research; and (6) increased 

number of high school STEM instructors who have been trained and can effectively teach STEM-related 

courses to potential STEM students. 

Project activities that will lead to these outcomes include: (1) identification and encouragement of 

underrepresented students who appear to possess an interest or ability for careers in STEM disciplines; (2) 

development and implementation a comprehensive academic year intervention to introduce these students 

to scientific and research methods and STEM-related workshops; (3) development and implementation a 

comprehensive summer camp with a focus on research collaborations with university STEM faculty and 

students and STEM preparatory course involvement; (4) enhancement and development of instructional 

curriculum that models current foundational courses for STEM majors; (5) training high school faculty in 

use of research methods in instruction; and (6) exploration of opportunities for cross- disciplinary 

research collaboration in STEM disciplines. These activities will help the PE-STEM Enrichment Program 

to address both the Competitive Preference Priority 1 and Competitive Priority 2 of the 2019 MSEIP 

announcement, as well as the Invitational Priority.
11

GA - Albany State University

Albany, GA

Special Projects Grant 

P120A190090

Abstract

As an HBCU, Albany State University (ASU) serves an economically and educationally disadvantaged 

population that has been historically underrepresented in STEM Fields. As a primarily teaching 

university, ASU seeks to expand its research capabilities in the toxicology of endocrine disruptors. 

Endocrine disruptors (EDs) refer to chemicals that alter endocrine functions as well as adverse 

reproductive and developmental effects. Rural and lower income individuals who are disproportionally 

exposed to EDs have higher incidences of adverse health effects such as hypertension, cancer, asthma, 

diabetes, and heart disease.

Located in the heart of a poverty-stricken region where endocrine disruptors are routinely being used on 

agriculture, Albany State University is uniquely positioned to conduct studies on exposure routes of EDs 

to vulnerable populations. These studies would contribute to a growing body of literature on the link 

between endocrine-disrupting compounds and chronic illness.

Currently, ASU has the capacity to examine biomarkers of chemical exposure but lacks the capability to 

quantify the chemicals. Thus, the data may have implications for regulation of EDs, agricultural practices, 

health disparities research, and assessing health risks from exposure routes.

Our goals are to:

1. Enhance ASU’s research capabilities by building the research environment to conduct toxicological 

research on EDs

2. Provide students with extensive research experience by integrating hands-on, research- oriented 

lectures into core a Freshman/Sophomore course Principles of Biology and into core a Junior/Senior 

course Environmental Biology.

The proposed program will provide an efficient, cost-effect system for toxicological research in ED 

exposure routes to vulnerable populations, a high-need research area. This, in turn, will provide students 

with extensive real-world research experience from planning to conducting experiments that impact them 

and their communities, and to provide them with guidance in analyzing, interpreting, and publishing the 

results.
12

GA - Clayton State University

Morrow, GA

Institutional Grant

P120A190025 

Abstract

Clayton State University (CSU), part of the University System of Georgia, is a public university serving 

over 7000 students. Clayton State University is a predominately black/minority serving institution located 

in southeast metro Atlanta area. The goal of this project is to improve the retention and graduation rates of 

STEM majors from 15 percent to 30 percent or greater. To achieve this doubling of our current rate CSU 

is proposing the implementation of several synergistic projects focuses on year one and year two of 

students in a STEM major.

Project one is a one-week STEM Academic Boot Camp focused on mathematics, chemistry and physics 

problem solving. Included in these weeklong intense activities are study skills development, financial 

literacy that addresses Competitive Preference Priority 2 and development of learning communities within 

the STEM majors. Interlaced in this project is the development of Adaptive Learning Modules (ALMs) to 

improve student math skills and understanding of critical thinking that will be used in the STEM ABC 

and introductory math and chemistry courses.

Project two is the development of Course-embedded Undergraduate Research Experiences (CUREs) in 

the introductory Biology and Chemistry course. CUREs have been shown to increase student-learning 

outcomes and improve student understanding of scientific phenomena and retention.

Project three is the development of Faculty Learning Communities to share innovative ideas in the 

classroom that will improve student retention in STEM courses and ultimately graduation with a STEM 

degree.

The objective of these activities is to improve STEM student retention from in the early stage of 

matriculation from 40 percent to 60 percent at the end of year two for a freshman cohort, with an ultimate 

goal of increasing STEM graduation rates to greater than 30 percent.
13

GA - Paine College

Augusta, GA

Institutional Grant

P120A190098

Abstract

The overarching goals of this Institutional Project are to: Develop mathematical and analytical skills of 

Paine College students to improve their overall performance in STEM courses; Increase the pass rates of 

students in College Algebra, Chemistry , and other required mathematics courses for STEM majors; 

Facilitate the progression of STEM majors from the freshman to the sophomore level; Increase students’ 

retention in the STEM majors at Paine College; and Develop students’ quantitative and analytical skills so 

that they are better prepared for pursuing advanced degrees in science and engineering or careers in the 

STEM workforce. Proposed objectives and activities to achieve these goals are arranged in three (3) 

components: (1) Prematriculation Activities (Summer Enrichment Program); (2) Curriculum Revision; 

and (3) Student Retention and Development. 

The overall objective of the summer enrichment program is to give the program participants (incoming 

Paine College freshmen) opportunities to develop mathematical skills with the goal of improving their 

preparedness for college algebra, other core mathematics courses and chemistry. The second component 

of this project involves the restructuring of STEM curriculum in order to enhance and update the content, 

activities, laboratory exercises and pedagogical methods, particularly in mathematics and chemistry 

courses, in order to create a learning environment that is stimulating, interactive, hands-on, as well as 

meaningful and useful for students at Paine. Retention activities (the third component) involve a 

mentoring program (Learning Communities) and opportunities to conduct summer and academic year 

laboratory research with STEM faculty, and present findings at scientific conferences. The intellectual 

merit of the proposed project is that it allows the various components described to be integrated into a 

comprehensive collaborative effort that improves and increases retention and graduation rates of 

underrepresented minorities in STEM disciplines. 

The broader impact of the proposed project is at least three-fold: (1) data collected from project 

participants could be used by the institution and others to inform future STEM curriculum and 

infrastructure decisions; (2) strategies implemented in this project could be duplicated in other nonSTEM-disciplines on campus; and (3) successes of this project can be disseminated to and used by other 

HBCUs and minority serving institutions to enhance their STEM programs and increase STEM 

graduation rates.
14

GA - Savannah State University

Savannah, GA

Institutional Grant

P120A190051

Abstract

Cybercrime has grown tremendously over the past several years as society’s dependence on computers and the

Internet technology increase continuously. Both common criminals and dangerousterrorists are getting more 

sophisticated in their hacking skills, with the continuously emerging army of exploits and malwares. The evolution 

of electronic communication technology has given cybercriminals various channels to compromise the cyberspace, 

ranging from social networks to mobile devices. Every effort to improve computer and operating system security has 

been challenged by bypassing authentication. Cybercriminals appear to be winning the battle as they continue to 

unlock the trick each time their spam and malwares are defeated. They collect information from the scanning process 

and exploit these vulnerabilities and victims to fully control the compromised systems. Therefore, there is an urgent

demand for a continuous production of scientists with diverse expertise in protecting the confidentiality, integrity, 

and availability of the cyberspace to win this running battle against cyber attackers. Including underrepresented 

minorities and women in the pool of experts will greatly improve our chances of winning the battle. This application 

isto request funding for Savannah State University (SSU) to contribute in the effort by producing such vitally 

needed minority and women scientists. Project activities will expand access to cyber security/computer science 

education for minorities and women.

SSU offers an undergraduate degree in Computer Science Technology (CST). The CST curriculum is a hybrid of 

software and hardware courses and therefore a uniquely suited academic program to address the cyber security

problem. SSU therefore seeks support for the infusion of cyber security relevant courses in its CST program. The 

proposed project would design and implement a cyber security degree track in its CST degree program for students 

who wish to concentrate and develop strong skills in cybercrime detection, disruption and defenses. The project will 

also provide cyber security courses for non-STEM majors who wish to protect themselves from cybercrimes. 

Minority and women students majoring in Homeland Security, Information Technology, as well as Forensic Science 

and other STEM students will have the opportunity to obtain a certificate, or minor in Cyber Security.

The intellectual merit of the proposed project lies in the academic courses that will be developed and delivered, and

the variety and quality of knowledge and skills beneficiary students will gain. The degree program (Cyber Security

track) will focus mostly on system assurance in terms of security but will include other courses that will give the 

student a balanced understanding of the topic. Students will learn about hacker behavior analysis, securing networks 

and supply chains, digital forensics and cryptography. They will acquire techniques for avoiding, finding, and fixing 

software vulnerabilities; and learn how to incorporate principles of usability into the design of secure systems, 

hardware design and security vulnerabilities. The project will produce a degree program qualified to seek NSA

certification.

The broader impact of this project includes its ability to address the national security threats that have emerged from 

cyber terrorism by offering targeted courses for students in the Homeland Security degree program as well asfor

CriminalJustice, and Forensic Science Students. Graduates of these programs will learn the latest techniques in 

accumulating data and evidence for prosecuting cybercrimes. Furthermore, the escalating attacks on global 

information systems threaten national security, the world's economy, our daily lives, and individual privacy. There is 

therefore a need for cyber literacy among the citizenry, skills, and leadership knowledge to safeguard the 

cyberspace. Accordingly, other expected outcomes and broader impacts of the proposed project would be (a) an

increase in the number of minorities and women experts who will maintain and protect resilient data systems as 

cyber security leaders in the fight against growing cybercrime in the country; (b) an increase in the number of 

minorities and women graduates in the United States that understand the wide range of vulnerabilities and threats 

that affect corporate and government computer networks and with ability to protect critical information in the 

cyberspace; (c) an increase in the number of minorities and women professionals in our country who can stop 

criminals from committing internet crimes; (d) an increase in the number of minorities and women forensic 

professionals who can track down and prosecute the elusive criminals perpetrating those crimes; and (e) increase in 

cyber literacy in the society at-large. Furthermore, since Savannah State University would be one of the few that 

offers a degree program in cyber security, this project will contribute immensely to the diversification of the nation’s 

cyber security workforce.
15

LA - Southern University at Shreveport

Shreveport, LA

Institutional Grant

P120A190058

Abstract

Southern University at Shreveport, SUSLA, a minority historically black college and university (HBCU) 

will initiate and implement a research intensive project in STEM examining the effects of an experimental 

freshman orientation (FROR) course and structured 1-credit Math lab on Developmental Mathematics 

(DM) students’ ability to matriculate through to their first college Math course. This experimental

research targets incoming freshmen and first year college students whose ACT scores and high school GPA

did not meet the required achievementstandard necessary to progress directly into college-level Algebra. 

The Science, Technology, Engineering and Math- Minorities Against Barriers project, (STEM-MAB), is 

a three-year institutional project and attempts to accomplish four specific goals: (1) increase universitywide enrollment, retention and matriculation in STEM majors, but more specifically, Math-related course 

offerings (2) provide faculty with the necessary tools for training and professional development to 

facilitate successful integration of the new course offerings (3) modernize current learning environment 

structures enabling support for differences in student learning (4) enable communities of learners between 

student cohorts matriculating from each of the newly developed curricula.

SUSLA offers associates degrees programs requiring College Algebra. The STEM-MAB project seeks to 

expand the STEM population through academic and experiential support in introductory and 

developmental Math courses, which can form the foundation of students’ problem-solving abilities. The 

program’s faculty involvement and experiential instructional strategies will contribute to facilitating a 

community of learners maximizing students’ learning experience from the universities’ perspective as 

well as that of their peers.

The STEM-MAB project will also examine students’ self-efficacy throughout the cohort process 

detecting differences students’ affective domains as they progress through the experimental courses. Data

collected will be correlated with students’ understanding of Mathematical concepts, environmental and 

demographic data as well as student achievement.

This project’s objectives include: (1) increase student engagement, enrollment and retention in the 

university’s STEM programs through student activities and participation aimed at (2) improve academic 

support by implementing an experimental freshman orientation course in addition to a structured 1-credit 

Math lab designed to “flip” classroom learning through experiential learning exercises and peer-assisted 

learning groups (3) increase student pass rates in developmental and gatekeeper Mathematics courses 

(MATH 095- Intermediate Algebra and MATH 133- College Algebra) to 75 percent by the third year of 

the project (4) infuse technology and establish an interdisciplinary STEM professional development 

workshop thread for STEM faculty focused on proven instructional strategies and educational pedagogies 

for problem-solving in the 21st century classroom.

Completing these objectives will be achieved through student outreach and engagement; student 

advisement, faculty development, faculty and peer mentoring; curriculum development and enhancement 

as well facility and technology enhancements.
16

MS - Jackson State University

Jackson, MS

Institutional Grant

P120A190049

Abstract

Recruitment and retention efforts for underserved minority students often snag in the face of gatekeeper 

course imperatives to rapidly acquire content knowledge and skills for which our students have been 

vastly under-prepared, despite their aspirations. Lacking an effective framework of support in meeting 

these imperatives, students all too often leave their STEM majors – and even college altogether – when 

they encounter calculus, general and organic chemistry, and general physics. TIGER-MS-STEM 

responds to the commonly acknowledged need for an inclusive, high-quality, theoretically sound, and 

effective framework of support for such students. JSU draws 75 percent of its student body from failing, 

under-resourced K-12 pipeline schools in Mississippi counties, and often from neighborhoods with high 

poverty rates.

Underprepared at entry, the African American men and women STEM hopefuls from these schools are 

likely to face extremely daunting academic challenges, irrespective of talent, in their gatekeeper courses 

and laboratories. As many of these courses are offered by the Department of Chemistry, Physics, and 

Atmospheric Sciences (CPAS), it thus proposes the development and implementation of a unique, 

streamlined framework, Taking the Initiative to Grow Enrollment and Retention (TIGER) of Minority 

Students (MS) in STEM (TIGER-MS-STEM), to efficiently support underprepared African American 

men and women students in improving STEM gatekeeper course outcomes and completing STEM 

majors. The program will advance: (1) STEM learning, sense of safety, and respect for diversity of 

underrepresented students, (2) a sense of belonging in STEM, (3) faculty-mentored, peer-supported, 

course-specific interventions to streamline and further underprepared student acquisition of fundamental 

skills and, through the program’s broad implementation of faculty-student and peer-to-peer learning 

strategies, (4) improved student self-concept and self-efficacy.

TIGER-MS-STEM will add value to students’ educational experience and taxpayer investments in the 

education of underrepresented minority students by countering both the discrepant K-12 preparation they 

have received and the long-espoused view that gatekeeper courses properly function to weed out underprepared students, rather than support student understanding. To further innovation and improve 

efficiency in STEM education, TIGER-MS- STEM will: (1) implement targeted, ongoing professional 

development, and align faculty collaborations to better engage evidence- and inquiry-based pedagogies; 

(2) redesign all CPAS gatekeeper course curricula to fully implement evidence- and inquiry-based 

pedagogies, as well as redesign CPAS major seminars to explicitly develop critical thinking and 

presentation skills; (3) implement in all CPAS gatekeeper courses faculty-mentored, peer-supported drillsession activities to maximize course success, (4) improve faculty labs and collaborations with national 

research institutions to yield increases in internal and external student research opportunities, (5) improve 

collaborations with non-STEM JSU support centers, and (6) institute a comprehensive ‘Research & 

Recruitment’ program for rising high school seniors from JSU feeder schools.

The TIGER-MS-STEM framework has the potential to improve delivery of a high- quality, high-standard 

STEM education to underserved, underprepared minority men and women, effectively support JSU 

STEM students’ recruitment, retention, graduation, and entry into the nation’s STEM professions, 

academic programs, and research laboratories, as competitive, contributors to their disciplines, and as JSU 

STEM alumni who will embrace growth, service, and commitment to their communities across their 

careers.
17

NC - North Carolina Central University

Durham, NC

Institutional Grant

P120A190041

Abstract

This application addresses Competitive Preference Priority 1

It also addresses aspects of Competitive Preference Priority 2

North Carolina Central University (NC Central/NCCU) proposes “A Multifaceted

Approach to Comprehensive Institutional STEM Enhancement” through research-based teaching 

practices, enhanced curriculum infusing data science and improving the infrastructure to strengthen 

STEM pathways to provide useful skills in data science, and positively impact persistence, and graduation 

of students, particularly underrepresented students. This project will contribute to broadening 

participation in STEM by serving a student population at NCCU that is 83 percent African American and 

63 percent female.

The strong inter-institutional relationship between NCCU, Josephine Dobbs Early College High School 

(JDECHS) on the campus of NCCU, a growing relationship with Durham Tech (a community college 

located in the proximity of NCCU campus) is part of our cohesive system that integrates pathways into 

STEM for our students: 2/HS-to-4-year (NCCU) degree or a 3+2 degree program that leads to a 

Mathematics or Physics degree from NCCU and Mechanical/Electrical/Computer Engineering degree 

from North Carolina State University.

We plan to achieve the guiding goals of the project through the following objectives: Enhance teaching to 

align better with evidenced-based successful practices; Provide essential data science skills; and Improve 

institution’s infrastructure and interinstitutional STEM pathways in ways that support student persistence 

in STEM majors. We seek to strengthen partnership with the local community college to align coursetaking pathways that allow community college students to transition to NCCU on track to graduate within 

two years; implement guided-inquiry laboratory; infuse problem-based learning in the STEM courses; 

expose our undergraduates to STEM research through affinity research groups and undergraduate 

research experiences; and implement active learning instruction with learning assistants. We will 

incorporate data science into courses at all levels in undergraduate program; implement data science 

projects using a problem-based learning model, provide faculty development in data science, and develop, 

translate and provide navigational resources. This project will strengthen academic and career advising 

support, provide opportunities for bolstering student connectivity, develop mentoring and networking 

activities, and design multiple methods for supporting student learning (e.g., learning communities, 

professor-led study hall, peer tutoring).
18

NY - Mercy College

Dobbs Ferry, NY

Institutional Grant

P120A190048

Abstract

Mercy College, a private, federally designated Hispanic-Serving Institution with campuses located in NY, 

has developed a comprehensive three-year MSEIP Institutional Project, Help, Excite, Lead, Perform in 

STEM (HELP). HELP will address both:

Competitive Preference Priority 1, to promote innovation and efficiency, streamlining education with 

an increased focus on improving student outcomes, and providing increased value to students and 

taxpayers; and

Competitive Preference Priority 2, to foster knowledge and promote the development of skills that 

prepare students to be informed, thoughtful and productive individuals and citizens.

Mercy College’s project will build on offerings developed through our most recent MSEIP grant (2014 –

2017) and expand significantly on them. HELP is designed to increase the enrollment, retention, 

persistence and degree completion of minority students (especially minority women) enrolled in four 

STEM majors at the College: Computer Information Systems, Computer Science, Cybersecurity, and 

Mathematics. HELP will provide: 1) the HELP-M3C Summer Program for Minority High School 

Students to an all new group of 25 regional high school students each summer throughout Project Years IIII, and will include workshops on financial literacy (Competitive Preference Priority 2); 2) Peer Led 

Team Learning in Foundation Courses for STEM Success, involving the redesign of three courses based 

on a PLTL model that will offer students a more collaborative learning experience supported by 

technology and greater one-on-one interaction with peer leaders (Competitive Preference Priority 1); 3) 

HELP Club, a new club to serve minority students in the four majors that will offer a large range of 

activities such as collaborative work, leadership development, speakers, time management, student 

resources, career opportunities, graduate admissions information, and workshops on financial literacy 

(Competitive Preference Priority 2); 4) professional development in mathematics for 4th and 5th grade 

teachers in Yonkers, a large high-needs district with nearly 76 percent minority students; and 5) a HELP 

Advisory Board to offer professional guidance on the project, to include the Project Director, a HELP 

faculty member, the Dean of the School of Liberal Arts, a Math educator from the School of Education, 

the Director of Mathematics in the Yonkers School District, and professionals drawn from regional 

STEM focused corporations.

HELP’s design has been informed by national research on minority students in STEM and has been 

developed by a faculty team led by the Project Director. It will foster a sense of belonging and community 

for underrepresented students, and its five objectives are expected to enable students in the target 

population to achieve success in STEM and also engage the wider community in STEM education. The 

success of HELP participants will also be supported by many services currently in place at Mercy College 

including career preparation activities, STEM internships, articulation with community colleges, and 

facilities such as computer labs and learning centers. An Evaluation Plan has been designed for HELP and 

will include performance measures along with baseline data and benchmarks to monitor progress guided 

by an external independent evaluator and overseen by the Project Director.
19

PR - Inter American University of Puerto Rico – San German

San Juan, PR

Institutional Grant

P120A190062

Abstract

The Inter American University of Puerto Rico has designed an Institutional project for its San Germán 

and Bayamón Campuses, and hereby proposes to join forces to develop a new Professional Certificate in 

Data Sciences Program. An initiative through faculty development, online curriculum development and 

student involvement in Data Science projects obtained through a strengthened partnership with 

government, industry and non-profit organizations in Puerto Rico. This intra-institutional collaboration 

effort is enriched by many layers of mentoring that introduce experts from prestigious institutions to 

guide the HSI faculty, that in turn mentor the students on state-of-art methods and skills related to the 

growing data science field. The local impact of these Hispanics-serving campuses individually is 

expanded through the collaboration between BYC and SGC to serve jointly most of the island. In this 

way the MSEIP grant has the opportunity of developing a higher capability in Data Science knowledge 

with ambassadors throughout the island. Moreover, the bilingual online learning strategy serves Hispanics 

and students everywhere, particularly minority women, to better prepare for the 21st century workplace. 

The three goals of the project are:

Goal One: Develop cooperative mechanisms between IAUPR San Germán and Bayamón campuses that 

will promote efficient resource sharing, improved delivery of educational services and a streamline design 

in a new Professional Certificate in Data Science (DS), including course revisions and development of 

online bilingual courses to facilitate access and timely completion of professional and distance-learning 

students for national workforce development.

Goal Two: Develop and implement a Professional Development on Data Science Summer Institute that 

provides interaction and feedback between consultants, faculty and students, equips participants with 

state-of-art Data Science methods, tools and analysis, to increment data driven knowledge in diverse areas 

such as: business administration, science, and engineering.

Goal Three: Design, write and submit to the Academic authorities a new proposal to offer an online 

learning Professional Certificate in Data Science in close collaboration with government, industry and nonprofit groups
20

PR - Universidad del Sagrado Corazon

San Juan, PR

Institutional Grant

P120A190043

Abstract

Project Goals: Universidad del Sagrado Corazón (Sagrado) based in San Juan, PR proposes 

Empowering STEM at Sagrado (ESTEMS) to the U.S. Department of Education’s Minority Science & 

Engineering Improvement Program (MSEIP) with the overall goal to improve student retention in STEM 

programs across various disciplines in its Natural Sciences Department.

ESTEMS overall goal is divided into four sub-goals: Goal 1: to enhance student engagement and attitudes 

towards mathematics; Goal 2: to change the STEM educational journey by incorporating involvement and 

practice in hands-on internships and research activities; Goal 3: to adopt digital technologies that enable 

improved learning, increased exam grades, and increased course pass rates; Goal 4: to develop Sagrado’s 

faculty into a competitive, relevant, up-to-date cohort of STEM educators.

Target Population: The target population for ESTEMS is approximately 150 minority men and women 

first, second, and third year STEM undergraduate students at Sagrado needing to fulfill their math 

requirements for a major within the Department of Natural Sciences. Sagrado serves a diverse population 

of 4,795 undergraduate students, approximately 60 percent of whom are women.

Sagrado students have significant financial need: 60 percent has an annual family income of less than

$24,000, 80.8 percent receive financial aid, 64.3 percent of students receive Pell Grants, and 41 percent 

receive Federal student loans.

Proposed Activities: Activities for Goal 1 are to develop and pilot a new course for mathematics 

education based on the principles of entrepreneurship and real-life problem-solving. Activities for Goal 2 

will improve internship and research opportunities as part of the undergraduate experience of STEM 

students through SAGRADO CAREERS and will increase the number of STEM students participating in 

research and poster competitions. Activities for Goal 3 include a lecture-capturing system that will be 

installed for critical mathematics courses showing the highest failure rates, development and 

implementation of active-learning pedagogical technologies, and upgrading five classrooms to become 

state-of-the-art technological centers for STEM education. Activities for Goal 4 include a comprehensive 

three-year plan for faculty development in key aspects of STEM capabilities.

Anticipated Results: Anticipated results include: creation of innovative and active-learning 

Mathematical Entrepreneurship (E-Math) course; 10 percent retention increase between second and third 

year, and between third and fourth year; 20 percent improved student satisfaction and engagement in 

Sagrado’s STEM program; 50 percent increase in the number of internships and/or research experiences; 

creation of a yearly event, Research Day; installation of live recording & tech classroom prepared for five 

courses; improved STEM faculty satisfaction and engagement; 10 STEM faculty trained in the new EMath course, SBIR and grant writing, Virtual Reality and GIS for STEM teaching.

Competitive Preference Priorities: ESTEMS addresses both Competitive Preference Priorities: CPP1: 

E-Math (Innovation & Improvement in the Delivery of Educational Services) & CPP2: SAGRADO 

CAREERS-STEM (Financial Literacy; Personal Financial Responsibility).
21

PR - University of Puerto Rico in Ponce

Ponce, PR

Institutional Grant

P120A190095

Abstract

The University of Puerto Rico in Ponce presents the project GET by STEM II: MSEIP Continuity Cycle 

(GbS). GET by STEM stands for Girls Engineering Trip by visiting STEM related disciplines industries

across the island. According to the U.S. Department of Agriculture’s Animal and Plant Health

Information Service, Puerto Rico (PR) is the third leading region in the U.S. for plant biotechnology 

research. Furthermore, according to the Puerto Rico Industrial and Development Company, PRIDCO, 

twelve of the top twenty pharmaceuticals and biotechnology companies around the world have 

manufacturing operations in PR. Seven of the ten selling medications in the world are produced in PR.

These major industries are based on STEM foundations like aerospace, pharmaceutical, biotechnology, 

medical services, information technologies, electric/electronics, knowledge services, and apparel. Taking

advantage of these facts, the Department of Engineering (DOE) of the University of Puerto Rico in Ponce 

(UPRP) has developed the MSEIP project GET by STEM. GbS relies in the creation of a group of college 

female students to visit at least 180 public and private high schools (impacting over 10,000 high school 

students) during the project’s period for recruiting not only for the DOE, but all the STEM related 

disciplines and to participate in the GbS Camp. These numbers will be achieved by the MSEIP 

Continuity Cycle, a promoting innovative strategy with wide reaching recruiting technique 

(Competitive Priority One). Finally, the GbS Camp will provide to high school female students with 

hands-on experiences in engineering, science, technology by assisting to the scientific intimacy of all of 

these industries. A road trip visiting STEM related industry across the island (STEM over Wheels),

warmly welcomed, and nurtured only by female professionals of these industries. GbS will be the second 

MSEIP GET by STEM project resulting in a new generation of well-educated Hispanic females to be 

prepared for sciences, specificallyin the engineering, mathematics, physics, biology and biotechnology

fields.
22

PR - University of Puerto Rico in Ponce

Ponce, PR

Institutional Grant

P120A190102

Abstract

The University of Puerto Rico in Ponce presents the project ET2(ET square). Engineering Tools for 

Engineering Technicians. ET2 proposes to implement actual engineering software tools to the engineering

technician’s curricula in order to improve and motivate the technical workforce, but especially to increase 

the female population’s retention and graduation rates. To accomplish these goals, the project will update 

all the engineering technician syllabuses to include real world applications with engineering tools like 

MathCAD, Matlab, Mathematica, Structure Point, among others, and equipped the MSEIP Computer 

Center with these applications. Furthermore, we propose to create a Computer Oriented Learning Space 

(COL Space) to provide female students with a collaborative space, centered and focused on STEM 

disciplines with physical and virtual environments, a welcoming and engaging atmosphere, with a team 

problem solver approach to applications, equipment, and computer languages solutions. These actions 

will result in a full engineering computer center providing for both teaching and hands on experiences with

real world applications through the state of art software, technology and machine language. We expect 

that the successful completion of this project will result in more attractive profession to female students,

will reduce the attrition rate, and increase the percentage ofstudentsfinishing their degree requirements 

within the stipulated period. Unfortunately, there is no machine language or computer language course in 

the Engineering Technology programs and it is very difficult to add a new course in the already compress 

two-year programs. We think, we can provide knowledge in these engineering tools directly on each 

course by means of adding a Real-World Application with Computer Languages section in each syllabus.

We cannot predict the future, but we do know that the future will be focused on machine learning and 

computer languages in all STEM careers.
23

PR - Universidad Ana G. Mendez, Recinto de Carolina

Carolina, PR

Institutional Grant

P120A190047

Abstract

The main goal of the proposed MSEIP project “Increasing Recruitment and Improving Retention of 

Underrepresented High School Students in Science and Engineering Programs in Puerto Rico” is to 

recruit and retain underrepresented high school students, especially women, in Science and Engineering 

career pathways. This project seeks to impact 60 high school students from rural areas close to 

Universidad Ana G. Mendez, Carolina Campus (UAGM-CC) in Puerto Rico. This project complies with 

the MSEIP Competitive Preference Priorities 1 and 2 with the following objectives: (1) to establish a 

Mathematical Dual Enrollment program that will increase the quantitative reasoning competency in 

underrepresented high school students, especially women; (2) to implement a student retention program 

that would enhance the educational experience in Science and Engineering which will include workshops 

in financial literacy, leadership and self-efficiency; and (3) to create a Summer Camp Program for high

school students that would engage them in a variety of Science and Engineering activities on and offcampus. Moreover, this proposal also includes a fourth objective which is the creation of a Professional 

Science Master’s (PSM) Degree program with two concentrations: in Biomedical Laboratory 

Management and Biotechnology, and in such, meeting the expectations of the MSEIPInvitational Priority. 

The proposed project is expected to (1) increase by at least 60 percent, the recruitment of 

underrepresented high school students, especially women, that have interest in studying a Sciences and 

Engineering discipline; (2) collaborate with rural high schools nearby UAGM-CC, by providing a

successful bridge program and educational Sciences and Engineering-related activities to its students; (3)

retain at least 70 percent of the impacted students in areas of Science and Engineering by promoting their 

admission to the SC & T at UAGM-CC or any other institution of higher learning in PR; and (4) increase

the graduate academic offerings with a new PSM degree at the SC & T.
24

SC - Benedict College

Columbia, SC

Institutional Grant 

P120A190061

Abstract

Benedict College is a leader in science education amongst HBCU’s and has a great history of success and 

graduation of academically under-prepared minority students and underrepresented groups in STEM. It is 

the only HBCU in South Carolina with bachelor’s degree program in engineering and second to offer 

environmental engineering amongst all schools in SouthCarolina with demonstrated capacity to mentor

and educate minority students majority of whom are women into successful professional careers in STEM.

We propose a comprehensive academic enrichment program to increase STEM retention, graduation, and 

placement in professional and graduate programs.

The three project objectives include:

a) STEM academic enhancement center for early academic intervention, mentoring and tutorial of low 

performing students;

b) STEM Academic Support Center: BC STEM Success Center and peer tutors for academic support 

and tutorials mentorship for low performing students;

c) STEM Scholarships for high achieving students: STEM Scholars summer research experiences at 

Benedict College, University of SC, and Savannah River Nuclear Site and peer mentoring for 

graduate and professional careers.

The program will offer tutorial and mentorship in STEM gate keeping courses to low performing students 

through the STEM Success Center, and research, graduate and professional school shadowing to high 

achieving STEM scholars over three-year period to strengthen their research and graduate school 

preparedness. These high achieving STEM mentors will also serve as peer tutors to low achieving 

students in our gate keeping STEM courses for broader impact and a necessary multiplier for increasing 

our STEM retention, graduations rates, professional and graduate school placement. All participating 

juniors will be required to take pertinent GRE and other qualifying national exams, graduate school and 

professional placement exams required for STEM careers and graduate and professional education. Our 

project will also assist our graduates with the knowledge base necessary for the job market drivers, 

research and hands-on competencies, and enhance their career opportunities. It will foster new research 

experienceswith collaborating faculties and scientist at national laboratories and assist with new 

pedagogies in instruction amongst our faculty members and the utilization of laboratory technology in 

teaching and learning.

Competitive Preference

The proposed project addresses competitive Preference Priority I mostly by implementing comprehensive 

and integrated academic support services with applicable technology tools, peer tutorial, and 

comprehensive academic mentoring to support success in STEM education by increasing retention and 

graduation rates. The program will also provide research opportunities and scholarships to high performing

minority students and graduate school shadowing at Benedict College, University of South Carolina and 

national lab.
25

SC - South Carolina State University

Orangeburg, SC

Institutional Grant 

P120A190106

Abstract

South Carolina State University is applying for the Minority Science and Engineering Improvement 

Program’s (MSEIP’s) Institutional grant for STEM disciplines through the U. S. Department of Education 

(DofE) to develop an interventional program for the under-achieving STEM students in the College of 

Science, Mathematics, Engineering and Technology (CSMET).

Data of the graduation rates for STEM disciplines for a five-year period (2008-2012) show that:

1) The graduation rates are low in all majors ranging from zero to about 40 percent for most of the years 

in the data which shows that the graduation rates for students graduating in six years or more in the 

STEM disciplines are very high.

2) Of the majors listed, Biology consistently has the highest rate but for 2008 for students who graduated 

in their original majors.

3) The rate drops significantly from the life science (Biology) to the pure sciences, engineering and 

technology disciplines.

In order to reduce the graduation time for the STEM students to less than six years, an interventional 

program will be developed.

The “Weekend Academy Interventional Program” (which include Summer Bridge, Fall & Spring 

weekends) will seek to augment the regular semester class instructions in mathematics. This program will 

involve a structured instruction in College Algebra and Trigonometry during Summer before the 

beginning of the Fall semester and the weekends (Saturdays) of the semesters. These theoretical 

instructions in mathematics will be complimented with practical experience in the use of scientific 

software. Accordingly, exercises in the software, “MAPLE”, “MATLAB”, PSpice, and any other 

mathematical software package will be used to give the students a better appreciation in the manipulations 

and the simplification process of complicated expressions.

For a further experience in the use of science and mathematics, the students will be introduced to 3-D 

modeling, AUTO-CAD and the application of 3-DPrinters in the design and manufacture of simple 

objects. The project activities in this program will run between 9:00am and 1:00pm on Saturdays. The 

instructions will be conducted by the faculty of the Civil, Mechanical Engineering Technology and 

Nuclear Engineering Department (CMET&NE).

This project addresses Competitive Preference Priority One: Promoting Innovation and Efficiency, 

Streamlining Education with an Increased Focus on Improving Student Outcomes, and Providing 

Increased Value to Students and Taxpayers.
26

TX - Texas A&M University - Kingsville

Kingsville, TX 

Institutional Grant 

P120A190085

Abstract

Texas A&M University-Kingsville (TAMUK), a public, Minority-Serving Institution with 67 percent 

Hispanic student population, proposes a transformative project (REFLEX-ME) focused on improving 

student learning outcomes, educational benefits, and awareness and knowledge of financial literacy and 

professional development for TAMUK engineering and science minority students, especially women. The 

REFLEX-ME project is centered on improving students’ quality of work in STEM curricula, career 

awareness and readiness, and financial literacy through three core activities: Capstone Design 

Enhancement (CDE), Summer Research Internship (SRI), and Financial Literacy and Professional 

Development (FLPD) programs. 

The goals of the REFLEX-ME are to: 1) Enhance TAMUK engineering and science students’ interests 

and performance in their curricula and preparedness for future careers through streamlined education, and 

2) Improve TAMUK engineering and science students’ professional and personal skills to become 

responsible and productive citizens. The project will expand its reach by enhancing capstone design 

experiences of senior students, who will share their learning experiences with freshman students in a 

university success course. The SRI will impact TAMUK sophomore and junior students and community 

college students through an intensive three-week program focused on integrated research and internship 

experiences. The FLPD will be seamlessly integrated into the CDE and SRI programs to help TAMUK 

minority students to become informed, thoughtful, and productive individuals. REFLEX-ME will directly 

impact over 1440 students over three years. Strong institutional support and a plan for sustainability will 

guarantee a long-lasting impact at TAMUK. The REFLEX-ME project is responsive to the Competitive 

Preference Priorities 1 and 2, and the Invitational Preference Priority.
27

TX - The University of Texas at El Paso

El Paso, TX

Institutional Grant

P120A190082

Abstract

The University of Texas at El Paso, a minority-serving institution, proposes a Minority Science and 

Engineering Improvement Program institutional project entitled YES, She Can: Closing the STEM 

Hispanic Gender Gap focusing on innovations to improve Hispanic female student success. As a nation, 

only 29 percent of women are in the STEM workforce; and UTEP’s number of undergraduate female 

STEM student graduates is a tawdry 19 percent, markedly lower than the national average of women in 

STEM careers. The need for change is readily apparent to support US industry’s acuity that diversity 

drives innovation.

With this in mind, the YES, She Can project has five goals: (1) Increase STEM female undergraduate and 

graduate enrollments; (2) Increase participating female students’ interest and academic success in STEM; 

(3) Improve STEM curricula through faculty development and innovative research experiences for 

participating students; (4) Expand and strengthen Professional Science Master’s Degree programs; and (5) 

Increase students’ knowledge about higher education financing, and skills in personal financial literacy 

and responsibility. These goals are to be achieved using innovative course development plus engaging 

implementation and through concurrent course enrollment promoting professional skills acquisition 

required for 21st century STEM workforce competencies. Moreover, the YES, She Can project provides a 

research-based mentorship program interwoven with confidence building activities planned to enhance 

inherent student strengths. Faculty mentorship and a student created and managed UTEP Women in 

STEM learning community will serve as supports for our UTEP YES, She Can students. In turn, our 

students will reach out to two area high school young women’s academies serving as near-peer role 

models and mentors.
28

TX - The University of Texas at El Paso

El Paso, TX

Institutional Grant

P120A190023

Abstract

The ubiquity of technology has continually advanced over the last decade and now demands software 

engineers who have the technical and professional knowledge and skills to effectively work in a teaming 

environment. While the technical computing workforce being hired by the software development industry 

sufficiently possess technical skills, by and large the workforce lacks the professional skills (“soft skills”) 

to work effectively in this fast-paced market. These skills include the ability to adapt to change, to learn 

new skills, and to work effectively in a diverse team. 

Thus, the goals of the program are to (1) improve Hispanic computer science undergraduate student 

outcomes through augmentation of their set of professional skills, meeting Competitive Priorities 1 and 2; 

and (2) support the pedagogical and professional growth of faculty, especially computer science faculty) 

and learning assistants who can effectively support student professional growth. The proposed activities 

include (1) the development of a create a series of 1-credit hour courses designed to challenge the 

knowledge, skills, and abilities of students, primarily Hispanic students, in order to position them to thrive 

in the computing workforce; (2) ethnographic research to understand the factors leading to skills 

development; and (3) professional development of faculty and learning assistants to effectively deliver the 

courses in computer science. 

The anticipated results of the project are (1) creation of a learning community of Hispanic computer 

science undergraduate students who actively seek opportunities to improve their 

interpersonal/professional skills; and (2) faculty and learning assistants who understand how to effectively 

deliver courses and other supportive actions to create a strong sense of belonging among computer 

science students, leading to higher retention and graduation rates of computer science students.
29

TX - University of Houston - Downtown

Houston, TX

Institutional Grant 

P120A190069

Abstract

The UHD Enhancing STEM Success project aims to enhance the four-year college experience primarily 

for first-time-in-college (FTIC) freshman undergraduates majoring in science, technology, engineering, 

and mathematics (STEM). The project also aims to build long-term capacity at UHD (an HSI and MSI 

institution) to support barrier course performance, first- and second-year retention, and increased 

persistence leading to graduation within six-years. Historically, STEM majors, particularly minorities and 

females, have experienced barriers upon entering STEM education, such as: difficult transitions into the 

rigors of university study, low levels of assimilation associated with non-completion, costs of education, 

and building relationships early in their collegiate career. By using a curricular and co-curricular approach 

of student support strategies, the project will address many of the barriers through six categorical support 

strategies including: 1) Freshman Upstart; 2) Academic Skill Monitoring; 3) Mentoring; 4) 

Career/Research Skill Development; 5) Leadership /Teamwork Development; and 6) Financial Literacy 

Skill Development.

A special focus on recruitment, increasing enrollment, and mentoring of females and minorities majoring 

in STEM is a critical component of the project. The project strives to bring financial literacy to STEM 

and other undergraduates through workshops by experts and through freshman curricular outlets, thereby 

increasing the financial responsibility of UHD undergraduates and graduates.