1

Project Abstracts for Fiscal 

Year 2020

Minority Science and Engineering 

Improvement Program

New Awards
2

AL – Oakwood University

Huntsville, AL

Institutional Grant

P120A200096

Abstract

Oakwood University is a historically black university (HBCU), founded in 1896 and providing primarily 

undergraduate education to 1,800 students. Oakwood University is accredited by the Southern 

Association of Colleges and Schools, is ISO 9001 certified, and retains a corporate structure of 501c(3). 

The mission of Oakwood University, a historically black, Seventh-day Adventist institution, isto

transform student through biblically based education for service to God and humanity. The University is 

charted to operate by the State of Alabama and is governed by the Board of Trustees.

The overarching goal of this Minority Science and Engineering Improvement Program (MSEIP) grant 

proposal entitled Creating Opportunities for Success in STEM (CROSS): Increasing the Retention of

Minorities and Women is to help students at OU to CROSS over some of the roadblocks to earning an 

undergraduate education and pursuing careers in STEM. By accomplishing this goal CROSS will 

improve the academic success and retention of females and African Americans in STEM in the U.S.

The proposal seeks to achieve the following goals:

Goal 1: Increase the number of female students enrolling in STEM programs at OU, particularly in the 

areas of engineering and computer science.

Goal 2: Make short- and long-range improvements in student learning success in mathematics, 

engineering, physics, and computer science courses and programs.

Goal 3: Make short- and long-range improvements in career placement and outcomes of 

underrepresented ethnic minorities and women in STEM programs at OU.

CROSS will address Competitive Priority Two by providing financial planning workshops for 

minorities and women STEM which will foster knowledge and promote the development of skills that 

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

CROSS will accomplish its goals by (1) enhancing existing tutoring services through student training in 

mathematics, physics, engineering, and computer science (MPECS) facilitated in the MPECS Enrichment

Center; (2) providing enhanced opportunities for career preparation of STEM students including financial

planning; (3) enhancing the recruitment of females in STEM programs with an emphasis in engineering and

computer science; (4) developing a Women’s Initiative (WIN) for STEM Symposium for high school and 

college students to meet and interact with women working in STEM.
3

AL - Stillman College 

Tuscaloosa, AL

Institutional Grant

P120A200045 

Abstract

In 2012, about 40 percent of the students entering two- and four-year postsecondary institutions indicated 

their intention to major in science, technology, engineering, and mathematics (STEM). And of those 

students, about 50 percent failed to earn these STEM degrees four to six years after their initial 

enrollment. There are multiple barriers prohibiting these students from realizing their ambitions including

the quality of teaching, undergraduate learning environments, course sequences, co-curricular activities, 

students' general academic preparedness, competence in science, family background, and institutional 

policies that affect STEM educational pathways. As a consequence of these factors, these students may 

switch to non-STEM fields or may eventually drop out of college. This trend is prevalent here at Stillman 

College (SC) – more so than most institutions. Many of those who do obtain a degree take longer than the 

traditional four-year path to a STEM undergraduate degree, thus raising the cost of their education 

Therefore, it behooves us to provide effective institutional programs that impact long-lasting outcomes 

upon these students, the institution, and other stakeholders such as parents and taxpayers. 

Based on comprehensive assessments, SC is in critical need of improving its STEM disciplines for the 

predominant minority students at this institution. Herein, we propose an institutional program project 

to implement a comprehensive science improvement plan in combination with research activities for 

improving the preparation of minority students for careers in science. This proposed project revolves 

around a hands-on research experience that encourages collaborative efforts among biologists, chemists, 

bioengineers, and mathematicians. Then the real-world applications of such collaborative efforts will be 

presented by faculty members as seminar series on special topics in STEM disciplines. Undergraduate 

student enrolled in this program will be mentored through his or her individual career development plan. 

In addition, our journal club will focus on how people can work together effectively in team-based 

science. This approach gives students a much deeper understanding of science when actively learning. 

The objectives of this project are to address two competitive preference priorities (1) promoting 

innovation and efficiency, streamlining education with an increased focus on improving student 

outcomes, and providing increased value to students and taxpayers, and (2) fostering knowledge and

promoting the development of skills that prepare students to be informed, thoughtful, and productive 

individuals and citizens. The expected outcomes in our STEM fields are significant improvements in key 

performance measures such as the percentage of change in the number of full-time degree-seeking 

minority undergraduate students during the three-year implementation of the BREEM STEM program as 

compared to the average of the prior three years before the implementation. Also, we expect an increase in 

the four-year graduation rate and a significant reduction in the six-year graduation rate for the four-year 

degree seeking minority students. The BREEM STEM program will improve scientific and technical skill 

sets, develop critical thinking skills, and enhance professional acumen on our students. These skill sets are 

indispensable for career advancement in STEM fields.
4

DC - Howard University

Washington, DC

Institutional Grant

P120A200044

Abstract

Over the past two decades, Howard University has made remarkable progress in addressing the

underrepresentation of minorities in STEM fields. For this proposed program at Howard University or the 

Howard University Science and Engineering Cultural Efficacy (HUSECE) Program, we will propose 

strategies that address the low degree production of women in the fields of chemistry, computer 

engineering, mathematics and statistics and physics. The females in Biology will be includedas a positive

control. This will be explained later when we look at the data production. We believe in order to increase 

the low production of degrees in all STEM fields by minorities, there must be a concerted effort by all 

stakeholders. Universities, government and corporate America are allstakeholders and should also be

involved in the higher production of underrepresented minorities at the beginning of their STEM careers 

in college rather than waiting until they complete their STEM degrees at the BS, MS and PhD levels. 

Further, there are still a lot of issues concerning social and cultural isolation of females, especially in 

STEM fields, and how these feelings of self-efficacy affect their persistence in science and engineering 

fields. Research has shown that determining the challenges to participation and retention of 

underrepresented minorities in STEM is complex. 

The program goals proposed for the HUSECE are as follows: (a) To increase the number of female 

students in fields of chemistry, computer engineering, mathematics and statistics and physics through 

recruitment and by providing incentives including one-on-one mentoring support and counseling so that 

they will persist and graduate in these majors; (b) To provide undergraduate STEM students in all majors 

an opportunity to work in small groups with an experienced research mentor in selected fields so that they 

can develop interdisciplinary approaches to solving science and engineering problems. (c) To provide

support for a select group of students based on their performance to accompany theirresearch mentors on

international research projects with intensive REU -type of experiences and to present their technical

results; (d) To provide support that addresses cultural and social issues that affect student’s feelings of 

self-efficacy and feelings of belonging in the field of STEM, and to make the social and cultural factors 

that affect their persistence in the field so asto gauge impact on the effect of explicitness on student 

persistence in science and engineering. Involvement of students in research activities early in their STEM 

careers is one method for improving their progression and retention in their selected majors. We will also 

recruit female students into the low production fields of chemistry, computer engineering, mathematics 

and statistics and physics. 

Over the period of this proposed project, we project at least a 10 percent increase in the numbers of 

females getting BS degrees in these fields. By bringing more females and underrepresented minorities 

into the scientific community of practice, we begin to change the face of science to reflect our society and 

culture. A new level of inclusiveness will facilitate a collective efficacy that influences individual 

perceptions of belongingness in science and begin to alleviate the impacts of stereotype threat. This will 

be done by addressing indicators of self-efficacy so that students are empowered to make the necessary 

changes in their learning behaviors that facilitate their own integration into the scientific community of

practice.
5

FL - Miami Dade College

Institutional Grant

Miami, FL

P120A200005

Abstract

The Miami Dade College Eduardo J. Padrón Campus proposes a three-year institutional project designed 

to address the needs of minority students studying science, technology, engineering, and mathematics 

(STEM): STEM Beyond. Proposed interventions will go beyond the classroom, providing wraparound 

services online to students, especially minority and female students.

Project goals STEM Beyond has two goals: (1) continue instructional supports in sophomore- level 

courses to optimize student course pass rates, success, and degree completion or transfer to STEM 

baccalaureate programs; and (2) develop a comprehensive, online student support model that focuses on 

STEM student engagement in sophomore-level courses. Its objectives are to (1) increase the average pass 

rate of students in sophomore-level STEM courses by five percent more than peers not actively engaged 

in project activities; (2) increase the percentage of students who are transfer ready in two years by 2.5 

percent; (3) enhance student STEM engagement as demonstrated by active participation in the proposed 

online learning community at least three times per term; and (4) improve students’ sense of STEM 

identity by the end of their participation in STEM Beyond, as demonstrated by pre- and post-assessment.

Proposed activities MDC has successfully implemented interventions designed to increase the pass rates 

of STEM-declared students in gatekeeper science and engineering courses, which ultimately improved 

student retention, progression, and completion of their courses of study. However, these vital 

interventions often fall away as students’ progress through their programs of study and enroll in more 

rigorous, sophomore-level STEM courses and course pass rates suffer as a result. As such, Padrón 

Campus proposes to implement the use of STEM peer coaches for sophomore-level STEM courses to 

support participants’ learning in and outside of the classroom, provide dedicated discipline-specific 

academic advising, and establish an online student-led community of learning designed to keep students 

engaged in sophomore-level courses.

Target populations STEM Beyond will serve 200 students enrolled in the following sophomore- level 

STEM courses: Biology I and II, Organic Chemistry I and II, and Calculus I.

Anticipated results It is anticipated that STEM Beyond will improve academic performance in sophomorelevel mathematics and science courses; decrease time to degree completion; and increase students’ STEM 

identity.

Competitive preference priorities In response to Competitive Preference Priority 1, STEM Beyond will 

pilot a peer-to-peer coaching model that has the potential to decrease students’ time to degree completion, 

thereby decreasing the amount of funding students, the College, and taxpayers need to contribute toward 

students’ financial support, such as Pell grants and other financial aid. STEM Beyond will address 

Competitive Preference Priority 2 by providing participants with online instruction in personal financial 

literacy, knowledge of markets and economics, and knowledge of higher education financing and 

repayment or other skills aimed at building personal financial understanding and responsibility.
6

FL - Miami Dade College North Campus

Miami, FL

Institutional Grant

P120A200007

Abstract

Miami Dade College North Campus requests funding from the U.S. Department of Education, Office of 

Postsecondary Education, Minority Science and Engineering Improvement Program, to implement the 

STEM Advanced Institute for Scholastic Leadership Experience (STEM AISLE) project. The project 

intends to address the pressing need to increase the number and proportion of minority students, 

particularly women, in STEM fields who persist in and complete college or other postsecondary 

education.

Overarching Goal: This three-year institutional project will deploy a constellation of proven, high-impact 

practices to increase the enrollment, retention, success, and completion of minority and female students in 

STEM programs, with a special focus on engineering and technology students, and to improve their 

employability upon graduation. The project goals are as follows:

Goal 1: Increase the enrollment and retention of declared STEM majors

Goal 2: Develop STEM experiences through research and experiential learning opportunities for students

Goal 3: Expand the employability of STEM graduates through STEM skills training and career 

preparation

Target Populations: STEM AISLE will target minorities, and minority women enrolled in STEM 

programs of study at MDC North Campus, girls ages 12-18 who attend Miami-Dade County, Title I 

public schools, and their parents.

Proposed Activities: To successfully accomplish the goals of STEM AISLE five main objectives have 

been developed: Objective 1: Enhance the piloted STEM Institute for Scholastic Leadership Experience 

(ISLE) to provide more services focused on engineering and technology as well as science fields in order 

to increase retention of STEM majors by 10 percent. Objective 2: Enroll 15 STEM majors in the Summer 

Research Institute on a yearly basis to expand experiential learning opportunities. Objective 3: Provide 

200 underrepresented students with tutoring, mentoring, advising, peer networking, and early 

undergraduate hands-on experiential learning activities. Objective 4: Increase the STEM employability 

literacy of STEM students by 10 percent. Objective 5: Creation of educational materials for enhancement 

of academic curricula.

STEM AISLE will improve the academic, professional, and “soft-skills” of STEM students through 

tutoring, research experiences, service-learning, internships, e-portfolios, advisement/ mentoring, a career 

speaker series, career and financial literacy workshops, and a STEM conference for minority girls. High 

achieving and motivated undergraduates who fulfill specific activities will earn the right to graduate with 

the Distinction in Scholastic Leadership.

Anticipated Results: The STEM AISLE project will achieve the following results: increased retention of 

engineering and technology majors; 450 middle- and high-school girls impacted by STEM outreach 

efforts; 45 students completed authentic STEM research; 600+ students receive tutoring, mentoring, and 

other supportive services to encourage their retention and completion.

STEM AISLE addresses Competitive Preference Priority 1: “Promoting Innovation and

Efficiency, Streamlining Education with an Increased Focus on Improving Student Outcomes”

and 2: “Fostering Knowledge and Promoting the Development of Skills”
7

FL - St. Thomas University

Miami Gardens, FL

Institutional Grant

P120A200104

Abstract

St. Thomas University, a federally designated Hispanic Serving Organization (HSI), seeks funding for 

a MSEIP (Minority Science and Engineering Improvement Program) institutional project entitled: ¡Si 

Puedo! (I Can) – STEM Integration to Promote Undergraduate Enrollment, Degrees, and Opportunities.

The Goal of ¡Si Puedo! is to increase STEM enrollment and graduation of minorities and women, 

thereby increasing the number of underrepresented minorities and women into scientific and 

technological careers.

¡Si Puedo! Objectives are as follows:

1) To improve access of minority students in undergraduate and graduate science and engineering 

through community outreach programs,

2) To improve the quality of preparation of students for careers in science, technology, engineering, 

and mathematics (STEM),

3) To improve STU’s capability of self-assessment, management, and evaluation of STEM 

programs and dissemination of results, and

4) To improve existing capabilities of STU in the areas of planning and implementation of STEM 

programs, therefore achieving the ability to compete more effectively in programs not specifically 

intended for minority groups or institutions.

The target population includes the minority and female undergraduate students STEM students, as well as 

area high school students and teachers.

Proposed ANNUAL Activities include: Tutoring availability for all STEM majors (up to 200 students 

annually); Mentoring for up to 100 at-risk STEM majors; Summer Bridge Program for 30 incoming 

STEM Freshmen; First Year Experience Program (UNI 101-STEM) for all STEM Freshmen & 

Transfer Students (60-80 students); Expanded Summer Research Institute for STEM majors (15 

students); Community Outreach & Education One-Week Science teacher summer “Boot Camp” and 

modules for them to take back to classrooms (10 teachers per year),

Six-Week High School Science Fellows Summer Program (25 rising seniors/year), Bi-Monthly (six per 

year) for Outreach Lecture Series, bringing the community a science education program; and Faculty 

development & comprehensive program planning

Anticipated Results include:

1) Increased number of minority and female students seeking degrees in STEM. By the end of Year 

Three, we anticipate at least a 15 percent increase in STEM-declared enrollments.

2) Increase the exposure of teenage minority students and their families to science and technology 

topics and career possibilities. By the end of Year Three, we anticipate an increase in both the 

persistence and graduation rates of STEM students by 10 percent.

3) By the end of Year Three, we anticipate the development and utilization of a comprehensive 

STEM Plan that improves the capability of self-assessment, management, and evaluation, in order 

to compete more effectively.

This MSEIP Program will address both Competitive Preference Priority One and Two.
8

GA - Fort Valley State University

Institutional Grant

Fort Valley, GA

P120A200016

Abstract

The Fort Valley State University (FVSU) is Georgia’s only 1890 land-grant institution, serving 93 percent 

African Americans underrepresented (mostly first generation) college students, with a mission to not only 

empower them to use education to pursue meaningful careers, but it is also to use scholarship, research, 

and outreach to make lives better for the communities in the US. The unifying goal of this project is to 

encourage a greater number of underrepresented undergraduates and K-12 students, especially high-need 

and female students, to pursue careers in the biotechnology or STEM disciplines. This will be 

accomplished through providing extensive educational resources and activities to underrepresented 

minorities, including: 1) Research training, field trip, and internship experiences, 2) Science mentoring at 

public schools by participating undergraduate students to keep them excited about their science and 

engineering and to help attract K-12 students to careers in the science and biotechnology, 3) Annual 

colloquiums (Research Day), during which students will present their research and compete for best 

presentation awards, 4) Student presentations at local, national, and international scientific conferences, 5) 

Week-long K-12 educator workshops in biotechnology and STEM disciplines, and 6) Improvement of 

research and teaching laboratories. 

The outcome of objective includes: 1) Fifty-seven (45-academic year; 12-summer) underserved students 

will be directly supported in 3 years, 2) Forty-five K-12 science teachers will benefit from the week-long 

workshops in 3 years and will be the direct conduits to K-12 students, 3) Hundreds (100s) of FVSU 

students will be impacted through the research program, colloquia, and improvement of teaching and 

research labs. The funds requested under this proposal will be used primarily (60 percent) for stipend 

support of minorities involved in research programs, for travel support associated with the two-day field 

trips and with presentations of their research at local, national, and international conferences. The 

proposed will address the Competitive Preference Priority 1: Promoting innovation and efficiency, 

streamlining education with an increased focus on outcomes; Competitive Preference Priority 2: Fostering 

knowledge and promoting the developmental skill to prepare students. Since the expected results will 

provide support to prepare STEM students for the 21st century workforce by conducting formalized 

research and professional development programs. The research experience will allow junior, senior, and 

master’s level students to perform research activities in state-of-the art facilities. The professional 

development program will provide students with mentoring, research experiences, and career ready skills.
9

LA - Dillard University

New Orleans, LA

Institutional Grant

P120A200014

Abstract

Phase II of Deeper Student Learning (DSL) Pathway to Success in STEM will foster an approach that 

promotes inquiry-based learning or a higher-order cognitive skill such as the ability to analyze, 

synthesize, solve problems, and thinks meta-cognitively in order to construct long-term understanding. 

Inquiry based learning involves the critical analysis of new ideas, linking them to already known 

concepts, and principles so that this understanding can be used for problem solving in new, unfamiliar 

contexts.

The students targeted for this Phase II project will be second- and third-year DSL cohorts, building from 

our successful Phase I application to engage new students to Dillard in pre- Freshman-based science 

training. The goal is to engage these students (most of whom are African American women) in Deeper 

Learning or an intensive exploration of scientific subject matter using inquiry-based student-centered 

knowledge and skills in a way that prepares them for real life. Our proposed Phase II Deeper Learning 

program also entails a sustained, substantial, and positive influence on the way students act, think, or feel. 

This project will provide advising, supplemental instruction, recitations, course modules and supportive 

activities and other programs with mentors, etc. which will have a lasting institutional impact on Dillard 

University.

This project is designed to address Competitive Preference Priority 1--promoting innovation and 

efficiency, streamlining education with an increased focus on improving student outcomes, and providing 

increased value to students and taxpayers. Also, this project address Competitive Preference Priority 2--

Supporting instruction in personal financial literacy, knowledge of markets and economics, and 

knowledge of higher education financing and repayment (e.g., college savings and student loans) or other 

skills aimed at building personal financial understanding and responsibility.
10

MD - Bowie State University

Bowie, MD

Institutional Grants

P120A200059

Abstract

Science, Technology, Engineering, and Mathematics (STEM) higher education continues to face the 

major challenges of low student enrollment and high attrition rates. Many STEM students, especially the 

female students, end-up switching their majors to non-STEM fields, perform poorly relative to their peers 

in other majors, and/or drop out of college without earning an academic certificate or degree. The 

Department seeks to significantly increase the number of students who enroll in computer science and 

virtually eradicate the high attrition rate from the major. The goals are to retain and graduate almost 

every, if not every, student who chooses Computer Science as a major. The Department anticipates an 

increase in retention by five percent each year of the proposed effort. Research and application activities 

will be used to engage the interest of all of the students especially our female students. They include: 

Storyboarding and Game Design, App and Web Development, Cloud Computing and Security, 

Cybersecurity Basics, Augmented Reality Using Drones, Security and Embedded Systems, Computer 

Games and 508 Compliance, Data Science Concepts and the Weather, Discrete Structures and Functions, 

Calculus Fundamentals for Computer Scientists, History of Women in Mathematics, Computer Science 

and Women of Color. This Bowie State University proposal is supporting Competitive Preference Priority 

1. 
11

MD - University of Maryland Eastern Shore

Princess Anne, MD

Institutional Grant

P120A200008

Abstract

The University of Maryland Eastern Shore (UMES) is a historically black 1890 Land Grant Institution in 

the State of Maryland. The proposed project will implement and assess the efficacy of Catalytic Learning 

Model (CLM) based on Student-Centered Active Learning Environment with Upside-down Pedagogies 

(SCALE-UP) paradigm at the UMES. The SCALE- UP will be designed to fit the cultural environment to 

improve retention, persistence, and graduation of women and underrepresented, underprepared minority 

students in Science, Technology, Engineering and Mathematics (STEM) at UMES. This model is a 

proven pedagogical practice that ensures student learning, persistence, and timely graduation. This 

teaching setting is filled with adaptive learning technology, educational simulations, personalized 

learning, active- or project-based learning, faculty-centered strategies that systematically improve the 

quality of teaching, or multi-disciplinary efforts focused on improving instructional experiences. 

The objectives of the proposed project are as follows:

(1) To implement innovative CLM in a technology-rich, highly collaborative, hands-on, interactive 

learning environment, (2) To build a community of STEM educators to replicate CLM Classroom in the 

future in other STEM courses, (3) To reduce students’ failure rates and improve passing grades, and (4) 

To improve students’ problem-solving ability, and conceptual understanding, attitude towards STEM 

courses, and class attendance.

After successful implementation of CLM, we expect to have, at least, the following outcomes: (1) 

students’ conceptual understanding will increase, (2) students' problem-solving ability will improve, (3) 

failure rates, especially for women and minorities, will drastically reduce, (4) students’ attitudes toward 

STEM fields will improve. We strongly believe that by adapting CLM, we also could achieve the 

aforementioned outcomes; especially the high failing rates of STEM courses could be lowered 

significantly.
12

NC - Johnson C. Smith University

Charlotte, NC

Special Project

P120A200077

Abstract

Financial Technology (FinTech) is one of the most rapidly growing industries in the United States. 

Currently, there is a significant shortage of skilled workers for FinTech occupations. According to the 

U.S. Bureau of Labor Statistics, there is a projected demand of 626,000 new workers for related jobs 

through 2026. Underrepresented ethnic minorities university students can help bridge this gap, but it is 

imperative to stimulate student interest in FinTech while connecting them to relevant coursework and 

experiential learning opportunities. Johnson C. Smith University (JCSU), which is located in Charlotte, 

North Carolina, one of the country’s largest FinTech hubs, is well suited to help spearhead this effort.

JCSU’s Minority Science & Engineering Improvement Program (MSEIP) First-Year Undecided Students 

Project will identify a total of 90 first-year, minority students who have not declared a major, and provide 

them with access to key tools and training in computer science, data analytics, and financial planning. 

Through the proposed activities, students will receive a Bloomberg Certification, Financial Planning 

Certificate, and a minor in Financial & Technology Planning. Ultimately, JCSU will equip each student 

with the skills and knowledge needed to secure FinTech jobs immediately upon graduation.

The MSEIP First-Year Undecided Students Project addresses Competitive Preference Priorities 1 and 2.
13

NC - North Carolina Agricultural and Technical State University

Greensboro, NC

Institutional Grant

P120A200056

Abstract

This proposal is to develop strategies and enhancement activities to attract minority and female high 

school students into the STEM education; and improve the quality of engineering training of minority 

undergraduate students for a career in STEM fields through the state of the arts research areas in Additive 

Manufacturing and Robotics. The proposal addresses MSEIP goals to improve the quality of training in

science and engineering at minority institutions, and also plansto consider the competitive preference 

priority 2. The proposal aims at the development of educational enhancement programs to improve 

technical skills, personal financial literacy, financial responsibility, and the entrepreneurial mindset of 

minority students. Specifically, these goals will be achieved by tailoring project activities around the 

concept of “concerted cultivation” of talent. These results will provide important insights into how to 

effectively improve STEM education across the country, in general, and how to significantly enhance 

broader participation, increasing student success as well as how to develop career readiness competency

skills for minority students in STEM fields.
14

OH - Central State University

Wilberforce, OH

Institutional Grant

P120A200067

Abstract

Central State University (CSU) is the only state supported Historically Black Colleges Universities 

(HBCU) in the state of Ohio located in a rural area. As a minority-serving institution, CSU welcomes 

students of varying preparation and skill levels. The ACT or placement scores of majorities of incoming 

students do not meet the threshold for placement in the standard College Algebra. Understandably, this 

causes a low success rate in College Algebra and negatively impacts retention among Science, 

Technology, Engineering, Agriculture and Mathematics (STEAM) students. To address this issue, 

Improving Mathematics Instruction for STEAM Students (IMISS) uses innovative strategies that 

have the potential to lead to significant and wide-reaching improvements in the delivery of educational 

services and tangible educational benefits to students, which directly addresses the Competitive 

Preference Priority One as described in the Program Solicitation.

The IMISS project includes three activities namely 1) co-requisite remediation for College Algebra and 

“just in time” tutoring for other mathematics courses; 2) peer mentoring through STEAM Ambassador 

program; and 3) professional development programs and engagement by providing opportunities to 

interact with STEAM professionals, both within and outside of the academic realm. The Goals for this 

project are 1) increase student success in College Algebra and thereby other mathematics courses; and 2) 

increase retention and graduation rates among STEAM students. Success in these areas would 

significantly contribute to the numbers of African Americans and women in STEAM careers. Average 

success rate in last three academic years for College Algebra with a grade C or above is 44.8 percent and 

62.3 percent for Calculus I. In AY2018, 802 students were enrolled in College Algebra and Calculus I 

combined, 378 students were passed with a grade C or above. In that view, we expect to increase the 

number of successful students to 418 in the first year, to 482 in the second year and 562 in the thirdyear.
15

PR - Universidad Ana G. Mendez, Gurabo Campus

Gurabo, PR

Institutional Grant

P120A190019

Abstract

Graduate students in STEM fields need to write to communicate research, achieve milestonesin degree

programs, improve credentials, and move ahead in careers.Without publishing, their advancements and 

achievements in research would be obscured. However, graduate studentsreceive little, if any, training in

technicalscientific writing prior to or during their graduate programs. Fear of failure and procrastination 

lead to writing anxiety and thus, contribute to attrition amongst graduate students. The issue becomes 

greater when examining the perceptions of English-Language Learners (ELL) graduate students.

Researchers support and encourage the integration of successful writing learning models in graduate 

student education and teaching graduate students how to write.

PROJECT OBJECTIVES: (1) Increase the number of graduate students completing their degrees in 

STEM at UAGM-GC by 10 percent. (2) Increase the number of graduate students disseminating their

research at conferences, symposia, or research publications at UAGM-GC. (3) Increase the number of 

graduate students participating in professional development workshops, internships, or hands-on training 

research skill development opportunities. (4) Promote academic and research success by improving 

graduate students’ scientific writing skills through course interventions, stand-alone workshops, and a 

summer writing boot camp (SWBC).

GRADS will provide much needed training, mentoring, and support for graduate students enrolled in 

STEM graduate programs at both the Doctoral/Master levels. GRADS will implement activities and

course interventionsthat develop graduate students’ writing skills, opportunities to disseminate research at 

National Conferences, and participate in professional development opportunities that will enhance their

future STEM careers or increase the capacity to conduct their dissertation research. GRADS will improve 

and support scientific writing training of graduate students required as part of STEM graduate programs.

OUTCOMES: 24 graduate students through the SWBC; four graduate students through graduate 

assistantships; 90 graduate participants through stand-alone/course- embedded writing workshops; eight 

graduate students/eight faculty members through travel support to CFD-ITM, research conferences and 

professional development opportunities; 30 graduate students enrolled in Special Group Projects in 

Environmental Management courses (ENVM811/ENVM812); and 30 graduate students enrolled in 

Graduate Seminar courses (ENSC755/ENSC756). Ultimately, The GRADS project will strengthen 

minority graduate student STEM education at UAGM-GC.
16

PR - University of Puerto Rico in Aguadilla

Aguadilla, PR

Institutional Grant

P120A200097

Abstract

We propose to increase the retention rates and graduation rate of high need, Hispanic, STEM students in a 

three-year period. In order to accomplish the goal, two main objectives have been established: (1) to 

create a research peer mentored component which will promote and support the participation in yearround research and mentoring of high need students, from underrepresented minorities, in the fields of 

ecology, microbiology, virology, conservation biology, and biological oceanography; and (2) to increase 

the graduation rate, of high need students admitted to STEM fields by six percent, from 44 percent to 50 

percent, while reducing the time to graduation from the current six years to five years.

We expect to reach the above-mentioned objectives through the following activities: first, An 

Undergraduate Mentored Research Approach” that can be divided into two components: (1) a peer 

mentoring component, “Success by Example: Peer Mentors in Research”; and (2) a freshmen 

development program, “Priming the Young Scientist: Road to Graduate School”. In the peer mentoring 

component “Success by Example: Peer mentors in Research” incoming high need freshmen students will 

be assigned to an undergraduate research course, and under the guidance of a research mentor they will 

take part in a research project. Each research mentor will have five peer research peer mentors that will 

aid him in working with the high need students. The research mentors and peer research mentors will 

serve as role model and help the high need students make a successful transition to the university lifestyle. 

The Research mentor, together with his student mentors, will during the Summer develop a Citizen 

Science project in which they will apply the knowledge gained during their research project. 

This program seeks to help university students develop and enhance a sense of identity, to become 

effectively integrated into the school, relate productively with the faculty, and feel a sense of belonging 

and have a sense of purpose about being at the university and pursuing their particular program of study. 

In addition, the mentor will help the student acquire the necessary skills to become an independent and 

life- long learner. In the freshmen development program, “Priming the Young Scientist: Road to Graduate 

School” students will be invited to participate in a Remedial Skill Summer Camp that has been designed 

to strengthen the basic skills in math that incoming students should bring to a university setting. It will 

include an introduction to university life that includes topics that will help students to adapt to the 

university lifestyle such as (1) time management, (2) establishing priorities, (3) study habits, (4) how to 

answer exam questions, and (5) Financial literacy.

Assessment will include process evaluation, to determine how effectively the plan of operation was 

followed and how effectively it responded to unforeseen events and feedback from formative evaluation. 

It will also collect and/or verify data on participation in program activities, for example, number of 

research projects presented. Most of the same assessment strategies will be used for both formative and 

summative evaluation. The principal difference will be in when the evaluation activities take place and 

how the results (data) are treated. Quantitative evaluation will assess the number of students who: 

participate and complete mentored undergraduate research projects; present and publish their work in 

regional and/or national symposiums and are retained and graduate in a timely manner (less than five 

years), all compared with previous years. This project will be continued by the institution once the federal 

funds are gone.
17

TX - The University of Texas Permian Basin

Odessa, TX

Institutional Grant

P120A200040

Abstract

The national need for science and engineering education is well documented which has spurred a strong 

push to promote STEM education all over the country. Permian Basin region in West Texas and 

Southeastern New Mexico are in dire need of a change in STEM education. The University of Texas 

Permian Basin (UTPB), an HSI and an MSI, is surrounded by one of the largest oilfields in the country 

and is home to over 6,500 students and 250 teaching faculty. Located in Odessa, Texas, the University 

sits at the epicenter of a region whose economic growth and technological advancements have global 

significance. UTPB has been supplying engineers to this region for the last eight years. However, the 

UTPB engineering program has low retention and six-year graduation rates.

The goals of the EM-STEP project are to increase recruitment, retention, and graduation rates with STEM 

undergraduate students. Simultaneous improvement in all three areas will greatly benefit minorities and 

female students. EM-STEP strives to achieve these goals via integrating six different desperately needed 

activities: Saturday Mathematics Academy, Peer Lead Group Learning, Professional Lecture Series, 

Freshman Seminars, Recruitment and Summer Projects. Complementary efforts on outreach recruitment 

will enhance the effectiveness of the proposed project.

Saturday Mathematics Academy will offer Saturday classes during the academic year to reinforce 

Calculus I, II, III, and Differential Equations that are bottleneck courses in all four engineering disciplines 

(Chemical, Electrical, Mechanical, and Petroleum Engineering). Four engineering faculty members from 

four different departments will teach problem solving skills and “how to learn” concepts in Saturday 

Mathematics Academy. This is critical as too many students are dropping out in their first two years of 

college. This is due to failing in the basic science courses before seeing engineering faculty. Peer Lead 

Group will offer help and support to freshmen and sophomore college students and will offer advice and 

motivational support. Summer Projects will provide 12-weeks of hands on experience focusing on 

practical problems and students will receive a stipend for their attendance.

Professional Lecture series will cover various soft skills and improve self-esteem and motivate students to 

stay on course. Freshman Seminars will introduce a wide variety of topics to increase academic 

performance, persistence and social integration. Recruitment activities will involve reaching out to 

students from high school and community colleges. This outreach approach will focus on increasing the 

number of minority and female students.

Expected outcomes will be 10 percent increases in recruitment, retention, and graduation rates especially 

for minorities and female students. Best teaching and learning practices can help students overcome 

various work and family pressures, engage, retain, and graduate minority, women, and struggling 

students. The program will provide a comprehensive and immense benefit to minority students, as there 

will be many opportunities for interacting with them. Additional outcomes of the proposed project are 

improving student self-esteem, confidence, and capacity to learn. Students will gain the competency to 

envision a clear and bright career path. Finally, the program will provide cultural diversity and sensitivity 

training to both faculty and students.

The proposed project addresses Competitive Preference Priorities 1 & 2 of MSEIP. Design and execution 

of project will be offered to other schools. Lessons learned, best practices and problems encountered will

be disseminated via lecturesin various events and venues, conferences, and journal papers.
18

TX - University of Saint Thomas

Houston, TX

Institutional Grant,

P120A200089

Abstract

The University of St. Thomas (UST) is an independent, Catholic coeducational university in Houston, 

Texas. UST proposes the MSEIP Next Gen Researchers Project, consisting of three activities: 1) the 

creation and delivery of two specialized math courses designed to increase student success in entry-level 

chemistry and engineering courses based on successful designs at MSIs; 2) the implementation of a special 

coaching and advising consultant to provide intense, wrap-around support to underrepresented students in 

STEM to increase their retention and graduation rates that includes mentoring and tutoring, and 3) the 

creation of a joint research program during the academic year and a special summer research experience for 

cohorts of UST students and students from the STEM Bridges program, a program that provides hands-on 

research, enrichment activities and mentoring.

The grant meets Competitive Priority Number One: Promoting Innovation and Efficiency, Streamlining 

Education With an Increased Focus on Improving Student Outcomes, and Providing Increased Value to 

Students and Taxpayers. The redesign of the specialized math courses will revolutionize the way math is 

taught at UST for chemistry, engineering and other STEM students, and we will witness significant increases 

in success rates. By preventing students from failing gatekeeper courses, we save our low-income students 

valuable tuition dollars, benefiting students and federal financial aid programs that provide tuition funds as 

well. The courses will allow students to understand and integrate math concepts throughout their STME 

courses, meaning the numbers of student retaking courses will decrease, leading to a significant success at 

the university-level. These are significant and tangible education benefits that help students, educators, and 

higher education institutions. Moreover, this proposed program is highly cost-effective. Over the course of 

the grant, 845 students will receive impactful services as a result of this grant, at a total cost of $296 per 

student per year.

During Year One, courses will be created and piloted for Math for Engineering and Math for Chemistry. 

Students must integrate the math lessons in order to apply them to various STEM studies. UST faculty report 

this is the greatest weakness for UST students, and the largest impediment to academic success in the STEM 

fields. These courses will be delivered each year thereafter, with an estimated 150 chemistry students and 

100 engineering students completing the courses eachyear.

UST students will also participate in hands-on research with students from the STEM Bridges nonprofit 

program, a population that is 100 percent female, 86 percent first-generation, and 99 percent 

underrepresented youth. They will participate in a special summer research experience and those that wish 

to participate further will work on research projects during the academic year. Hands- on research projects 

will encourage collaborative learning. Studies show that collaborative learning allows more 

underrepresented students to participate in STEM, particularly engineering, and those student participants 

are more likely to be retained in engineering and other STEM programs than those that do not participate.

The program evaluation will be completed by a professional, independent evaluator with experience 

working with underrepresented students in STEM fields. Reports will be provided to the Department of 

Education, posted on the MSEIP program website, published in campus newsletters and disseminated as 

appropriate to leading MSIs to encourage program replication.