By Jana Talley, Co-Editor of DUE Point, Jackson State University

Through scholarship awards the NSF S-STEM program supports students from low-income backgrounds as they pursue STEM careers. Given that Lee University has a significant population of academically talented students from low-income households, it is uniquely situated to effectively implement its S-STEM project, Integrated Mathematics and Science Scholars (iMASS - https://www.leeuniversity.edu/academics/arts-sciences/nsm/imass/ ). The PI, Dr. Sherry Kasper, shared with us more specifics about how iMASS was developed and its success thus far.

Why is Lee University an ideal setting for the S-STEM grant?

Many of our institutional needs align with the goals of the S-STEM program. For example, S-STEM aims to provide support mechanisms to broaden the landscape of future scientists. The iMASS program includes campus programming for our many first-generation students to help them acclimate to a college environment and thrive towards degree completion. Also, those who would otherwise have to work to support themselves through school benefit financially from the iMASS scholarship. In terms of curriculum, the S-STEM goal to train the workforce in technical areas of national need speaks directly to our university’s focus on integrating mathematics and science in undergraduate classrooms through interdisciplinary coursework.

Beyond campus programming, financial assistance, and technical training, the S-STEM program emphasizes mentoring and learning as a community, both of which we try to cultivate on our campus. As a smaller university we are well positioned to provide the type of mentoring for retention and graduation in STEM that the S-STEM program encourages.

Tell us more about the iMass learning community and mentoring activities.

We developed a learning community through a variety of activities. In the iMASS weekly seminar students discuss STEM careers, REU opportunities, and graduate school. Extracurricular activities are also included, such as escape rooms and holiday parties, to build community.

We pair and train junior mentors with sophomore mentees for collaborating during and outside of classes. For example, mentors and mentees have worked together to 3-D print coasters that they then took to faculty members to sign. This helped introduce the mentors and mentees as well as facilitated student engagement with STEM faculty. Invited speaker sessions, graduate school tours, and visits to industry partners acquaint iMass students with faculty from various institutions and working professionals.

In what way has the project changed your campus?

Many of the practices that we have included in iMASS are now transforming the culture within and beyond the department. Our iMASS students have experienced being mentored by peers, serving as mentors, and having intentional mentoring relationships with faculty. These experiences have led to an expectation for high-quality mentoring among not just iMASS students but also our general student body across all majors.

In terms of curriculum, iMASS students enroll in both experimental statistics and mathematical modeling to fortify their skills in interdisciplinary studies. The experimental statistics course has been so well received that we are now requiring it for many of our science majors across campus. Additionally, several STEM majors have asked to join the iMASS seminar even though they are not part of the iMASS program. We feel that this interest from our students highlights the program’s success.

Tell us about someone impacted by the project.

We had an international student in one of our first cohorts. Though he was far from home and lacked confidence in his high school preparation, he was an excellent student who graduated with honors. During his iMASS senior night speech he explained that without iMass he would have given up on his degree. It gave him the confidence, peer support, and encouragement from faculty to be successful. We have heard this sentiment many times during those senior night stories and in conversation with other iMASS participants.

Another one of our students initially enrolled in the Mathematics, Pre-Engineering program with the intent to complete her graduate work in Civil Engineering. Through an iMASS seminar, she became acquainted with an administrator at the University of Tennessee Knoxville’s Industrial Engineering graduate program. He helped her identify that her passion was not in civil engineering, but rather in the application of mathematics to systems and optimization. He also facilitated campus visits and one-on-one conversations with other Industrial Engineering graduate students. These opportunities led to her receiving the Tennessee Fellowship for Graduate Excellence and pursuing a PhD in Industrial Engineering. This goes to show how the iMASS program provides space and resources for students to explore academic options and ultimately find the career paths that best suit their interests.

Learn more about NSF DUE Award #1458212

Full Project Name: Integrated Mathematics and Science Scholars (iMASS) Program

Abstract Link: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1458212

Project Contact: Dr. Sherry Kasper, imass@leeuniversity.edu

*Responses in this blog were edited for length and clarity.