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Enriching the Academic Experience of College Science Students Conference

Enriching the Academic Experience of College Science Students Conference. At University of Michigan-AA, 5-18-06 “Do the Math: Yields STEM Results” T. Carter Gilmer, Ph. D. Chemistry, Director BGSU AIMS. Academic Investment in Math and Science (AIMS).

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Enriching the Academic Experience of College Science Students Conference

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  1. Enriching the Academic Experience of College Science Students Conference At University of Michigan-AA, 5-18-06 “Do the Math: Yields STEM Results” T. Carter Gilmer, Ph. D. Chemistry, Director BGSU AIMS

  2. Academic Investment in Math and Science (AIMS) • 4-year program to help students matriculate in math/science areas and encourage to proceed toward terminal degrees • First year is critical to retain in STEM disciplines • Success (i.e., A or B) in math and science courses is critical

  3. Academic Investment in Math and Science (AIMS) Cohorts, 2001-2005

  4. Required Courses/Curriculum • AIMS scholars are to be enrolled in a program requiring at least 45 hours of math/statistics/science, including at least one lab sequence • 1. Math, 2. Computer Science 3. Natural Sciences (Biology, chemistry, physics, geology, astronomy, etc.)

  5. First and second year components of AIMS program • Summer bridge • One-on-ones with Director-AY • AIMS Seminar Course (Careers in math/science, course sequencing, etc.)-AY • Course clustering-AY • STEM Exposures (Guest speakers, etc.)-AY • Undergraduate Research • STARS (Students Teaching and Reaching Students)—”study groups”-AY

  6. Third and fourth year components of AIMS program • STEM Exposures • One-on-ones with Director (or surrogate) • Experience Critiques (peer mentoring) • Undergraduate research/internships • Resume building • GRE preparation and exam taking • Examining post-baccalaureate programs • Applying to graduate programs • Exploring alternatives to graduate school • Graduating

  7. 5-week, pre-matriculation, summer bridge program—most valuable • Campus acclimation • Build a support system (faculty/staff and friends) • Reinforce and strengthen math/science principles • Exposure to college classes

  8. General Components of 5-week summer bridge program • Curricular • Co-curricular • Extra-curricular

  9. Curricular: Core Courses, Math and CS, every M-Th., AM, for 1-1/2 hrs. each • Math (back to the basics: algebra, geometry, trigonometry, differential equations; Regular Quizzes/Final Exam; Resembles Pre-Calculus and Calculus of Fall Term) • Computer Science (Some programming, practical applications: email, Powerpoint, Spreadsheets, etc.)

  10. Curricular: Typical Science Exposures in 3-hour time blocks (M-Th., 2- 5 PM) • Emerging Infections, HIV/Optical Microscopy • DNA and associated electrophoresis lab • Reptiles • Polymers/synthesis of a polyamide; Nylon 6,10 • Mechanical (tensile) properties of materials • Spectroscopy/Photochemistry • Acceleration and Motion • GPS in research/Electron Microscope/Minerals • Astronomy/the Planetarium

  11. Some Co-curricular Activities, Fridays and Saturdays • Pfizer Pharmaceutical, Ann Arbor, Mi. • Phoenix Technology (Plastic Re-cycling) • MUO (Medical University of Ohio) • NASA (Glenn Center), Cleveland • COSI, Columbus or Toledo • Great Lakes Science Center • BASF • Toledo Zoo

  12. Extra-curricular activities • Recreation Center Day (swimming, etc.) • Cook-outs • Sports (ping-pong, volleyball, etc.) • Rock ‘n Roll Hall of Fame • Professional sports (Detroit Tigers, Toledo Mudhens) • Museums (e.g., Toledo Museum of Art, African-American Museum in Detroit)

  13. Retention in math/science is F(x) • Success in math courses first semester • Success in science courses first semester • Continued success in math and science areas, the second semester (and thereafter)

  14. Distribution of Grades for the 2002 Cohorts after their First Semesters

  15. Distribution of Grades for the 2003 Cohorts after their First Semesters

  16. Summer Math Scores versus Semester-1 GPA’s, AIMS 2002

  17. GPA’s as F (math grade), sem-1

  18. GPA’s of 2002 AIMS cohort vs. BGSU control

  19. GPA’s of 2003 AIMS cohort vs. BGSU control

  20. Retention and Graduation Rates for NSF and BGSU STEM cohorts

  21. Retention of AIMS 2002-2004 cohorts versus BGSU controls • 88.9 % vs. 72.2% (2002, after 7 semesters) • 94.7% vs. 63.2% (2003, after 5 semesters) • 95% vs. 68.2% (2004, after 3 semesters)

  22. Semester Credit Hours (SCH)-- AIMS cohorts vs. BGSU controls

  23. Student Testimonials “The STARS room really gives us a place to meet to study together and socialize. Not only do we have computers for email and reports, the room gives us a sense of belonging. It’s not just about studying together.”—2003 AIMS cohort member “The math summer courses really allowed me to improve my math skills. Without it, I doubt that I would have done nearly as well in the regular math course in the fall.”—2003 AIMS cohort member “The various science exposures and excursions we had in the summer were amazing! The trip to Pfizer really opened my eyes to what was available to science majors besides going into medicine and teaching.”—2002 AIMS cohort member

  24. Academic Outcomes • Performance in Math summer program course positively correlates with semester-1 GPA • Students often maintain academic achievements consistent with their start in college (first semester) • AIMS Scholars get better grades their first semester versus BGSU control cohort members, ca. 0.5 GPA units higher, ~3.0 versus ~2.5 • AIMS Scholars are retained in STEM majors moreso than non-program participants • AIMS Scholars progress toward graduation faster than control cohorts (accumulate SCH faster)

  25. ACKNOWLEDGMENTS • President Sidney Ribeau • Ohio Success Challenge Initiative • NSF LSAMP and OSEA • Marathon Pipe Line (Marathon Oil) • Donors and Volunteers • AIMS Advisory Board Members • Phyllis A. Gilmer (AIMS acronym)

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