Academic Investment in Mathematics & Science (AIMS)

W. Robert Midden, Bowling Green State University

Selected as a Rapid Talk at the NSEC 2017 National Conference

Program Activities Type

Program Components

Academic Support
Alumni Program
Bridge Program
Cohort Program
Internships
Learning Communities
Mentoring Program
Outreach to K12 Teachers and Students
Professional Preparation
Quantitative Skills
Scholarships
Student Engagement
Student Recruiting
Tutoring
Undergraduate Research
Outreach:Marketing Campaign
Supporting Students:Clubs/Social Activities
Grants
Workstudy

Target Audience

First-year College Students
First Generation College Students
Undergraduate Majors
Underrepresented Minority Students

Program Point of Intervention

Institution

Program Description

This is a comprehensive scholarship and support program designed to enhance the success of under-represented minority students and women in earning undergraduate degrees in STEM fields.

Program Purpose

The low level of women and under-represented minority (URM) students who complete STEM undergraduate degrees compared to white males, relative to their presence in the U.S population.

URM and female students often experience various forms of bias and have relatively few role models in STEM fields. There are also relatively few other students like them in these degree programs. We provide a multi-faceted program that includes: creating a strong sense of community among students, faculty and staff to help overcome the sense of "not belonging"; a strong system of supports and academic coaching; and financial aid to help overcome financial barriers that many such students encounter.

Program Goals

To substantially increase the number of URM and female students who complete undergraduate STEM degrees and go on to graduate schools and professional schools to successfully pursue careers in these fields.

Program Activities

We mount a vigorous recruiting campaign that includes working with a variety of stakeholders in those regions from which students often attend our University and using several strategies to inform a large number of students in the targeted populations about the benefits and features of the AIMS program. This generates a pool of applicants from whom students are selected that are deemed most likely to benefit from the following program components:

1. A four-year renewable scholarship to help address financial barriers and to provide an incentive to fully participate in all components of the program
2. An intense, four-week summer bridge program for new, incoming, first-year students to help prepare them for the rigors of college study in STEM degree programs and to forge a strong community of committed scholars, faculty and staff who provide mutual support and a sense of membership and belonging
3. A weekly seminar course fall and spring terms for first-year students that addresses issues that often pose challenges and barriers to students in STEM degree programs and brings these students together frequently to strengthen their bonds and sense of community
4. Monthly meetings of all students in the program to further strengthen and enhance the sense of community and to address issues in common among all of the students such as finding good undergraduate research and internship opportunities; preparing for, selecting, and applying to graduate and professional schools; understanding and appreciating the benefits of multi-cultural diversity and celebrating role models and past achievements; and identifying one's passions and crafting good strategies to pursue those through career preparation and development and crafting service experiences
5. Frequent academic coaching and advising to identify early, challenges and barriers and to collaboratively craft ways to overcome these
6. Exposure to and participation in a wide variety of STEM events, activities and experiences
7. Peer mentor groups that include members from all four cohorts and meet biweekly to enhance connections and networking between the cohorts and to formalize the mutual support system
8. Formation of degree completion plans as a clear and specific schedule of courses and activities for degree completion and regular monitoring of compliance with the plan to ensure students stay on track for timely degree completion
9. Preparation of an Academic Success Plan for those students who temporarily fail to meet academic expectations to identify strengths and weaknesses and craft strategies that will reliably overcome those
10. An intense recruiting campaign working with a variety of stakeholders in those regions from which students often attend our University and using several strategies to inform a large number of students in the targeted populations about the benefits and features of the AIMS program.

Staff include: faculty director, full-time assistant director, part-time staff assistance, graduate student assistant
Finances include funds for scholarships, program activities, communications, and recruiting
Space for students to gather for studying, socializing, and feeling that they belong at the University
Advisory Board consisting of key faculty and staff who are committed to the success of the program and invested in the program mission
A cadre of faculty and staff who participate in various activities such as leading sessions in the summer bridge, serving as professional mentors for students, hosting students for research projects in their labs, and providing a welcoming and supportive environment

Notes and Tips

Set high expectations from the very first moments that students begin to participate in the program but also provide an extremely strong support system for meeting those expectations.
Remain in frequent communication with students and probe insistently to be sure that you are aware of how students are really performing, not just relying on their casual responses. Students are sometimes reluctant to reveal their struggles. Early intervention more often leads to success.
Foster a strong community that engenders a sense of belonging and a source of support
Work with campus administration to continually improve the campus climate of appreciation of diversity and intolerance of disrespect and hate

Evidence of Success

The four-year graduation rate for URM and female students in STEM undergraduate degree programs has ranged from 65-80% which is considerably higher than the national average for similar students of about 15%.
A large portion of these students go on to graduate and professional programs and are pursuing highly successful careers in their chosen fields.
Students report an extremely high level of appreciation of the program and continue to offer their support after they graduate.
Students retain lasting friendships with other students in the program that serve as an important resource for their well-being and success.

Future Work

We continuously seek student advice for ways to enhance our support structures and practices to better meet student needs including adjusting mechanisms for student mentorship, community meetings, co-curricular and extra-curricular activities, as well as recruiting practices.

References and Accessory Materials

Program website: http://www.bgsu.edu/aims
Early report of program success and features: Gilmer, T. C. (2007). "An Understanding of the Improved Grades, Retention and Graduation Rates of STEM Majors at the Academic Investment in Math and Science (AIMS) Program of Bowling Green State University (BGSU)." Journal of STEM Education 8(1 & 2): 11-21.