Increasing Access for Economically Disadvantaged Students: The NSF-CSEM and S-STEM Programs at Louisiana State UniversityReport as inadecuate




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Journal of Science Education and Technology

, Volume 21, Issue 5, pp 581–587

First Online: 17 November 2011

Abstract

Increasing college degree attainment for students from disadvantaged backgrounds is a prominent component of numerous state and federal legislation focused on higher education. In 1999, the National Science Foundation NSF instituted the -Computer Science, Engineering, and Mathematics Scholarships- CSEMS program; this initiative was designed to provide greater access and support to academically talented students from economically disadvantaged backgrounds. Originally intended to provide financial support to lower income students, this NSF program also advocated that additional professional development and advising would be strategies to increase undergraduate persistence to graduation. This innovative program for economically disadvantaged students was extended in 2004 to include students from other disciplines including the physical and life sciences as well as the technology fields, and the new name of the program was Scholarships for Science, Technology, Engineering and Mathematics S-STEM. The implementation of these two programs in Louisiana State University LSU has shown significant and measurable success since 2000, making LSU a Model University in providing support to economically disadvantaged students within the STEM disciplines. The achievement of these programs is evidenced by the graduation rates of its participants. This report provides details on the educational model employed through the CSEMS-S-STEM projects at LSU and provides a path to success for increasing student retention rates in STEM disciplines. While the LSU’s experience is presented as a case study, the potential relevance of this innovative mentoring program in conjunction with the financial support system is discussed in detail.

KeywordsMentoring Economically disadvantaged Retention Persistence Undergraduates STEM curricula Academically talented students National Science Foundation Technology driven education  Download fulltext PDF



Author: Zakiya S. Wilson - Sitharama S. Iyengar - Su-Seng Pang - Isiah M. Warner - Candace A. Luces

Source: https://link.springer.com/







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