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Academic Initiative

Scientific Literacy

  • Sponsor: Other
  • Registration Deadline: N/A

Program Overview

  • Dr. Lycurgus Muldrow developed a comprehensive, utilitarian scientific literacy curriculum with evidence that this curriculum, at Morehouse College and in upper-level STEM high school courses, contributes to students’ increased interest in pursuing STEM careers, and improves their success in college-level STEM courses. In the scientific literacy course, there are 12 stand-alone modules titled: Scientific Literacy Defined; Why Scientific Literacy is Important; Scientific Literacy and College Retention; Growth Mindset; How the Discovery Process Works, Parts I and II; Scientific Method; Research Simulation Case Study; Careers in STEM; Research Experience for Undergraduates; and How Science is Communicated, Parts I and II. Each of these modules contains a professionally produced video lecture with accompanying slides, active-learning activities, and a quiz. Considering that there are various contextual factors that may affect a students’ general accomplishment in the STEM major, this course builds from the ground up to thoroughly provide every student with the fundamental information, skills, and disposition expected to guarantee success. As students complete each individual module they are exposed to skills needed to persist in their respective STEM fields. From the student-centered learning approach used throughout the course, every student is granted the opportunity for a personalized, engaging and informative experience that allows them to identify their own unique skills and capabilities. Through the incorporation of a research simulation case study and other supporting activities, they are able to take ownership over their learning, build a scientific identity and increase their self-efficacy. Additionally, the course exposes students to a variety of information in regards to career options, study habits, research opportunities and the importance of a growth mindset.

Benefits

  • Considering that there are various contextual factors that may affect a students’ general accomplishment in the STEM major, this course builds from the ground up to thoroughly provide every student with the fundamental information, skills, and disposition expected to guarantee success. As students complete each individual module they are exposed to skills needed to persist in their respective STEM fields. From the student-centered learning approach used throughout the course, every student is granted the opportunity for a personalized, engaging and informative experience that allows them to identify their own unique skills and capabilities. Through the incorporation of a research simulation case study and other supporting activities, they are able to take ownership over their learning, build a scientific identity and increase their self-efficacy. Additionally, the course exposes students to a variety of information in regards to career options, study habits, research opportunities and the importance of a growth mindset.

Program Contact

  • N/A
  • N/A

Location

  • Other
  • 1704 Weeksville Rd, Elizabeth City, NC 27909
1704 Weeksville Rd, Elizabeth City, NC 27909

Type Of Program

Audience

  • Collegiate

Discipline(s)

  • Applied Mathematics

  • Biology

  • Chemistry

  • Engineering

  • Math

  • Mathematics

  • Natural Science

  • Physics

History

Established

N/A

Individuals Served

  • 0-50

Research, Roles & Responsibilities

Research Components

  • Mentored research experience(s)

  • Program sponsored (in-house) professional development sessions/ coursework/workshops

Identity & Inclusion

  • N/A

Diversity Groups (Social Identity)

  • Age

  • Race-Ethnicity

Race/Ethnic Minority Group

  • African American/Black

Inclusionary Practices/Activities

  • Creation Of A Safe Space/ Climate/Environment

  • Development Of Academic Sense Of Belongingness (E.G. Meetings With Doctoral Scholars, Peer Researchers, Exchanges At Academic Conferences)

  • Orientation (E.G. Reviewing Norms, Expectations, Structures, Goals, And/Or Protocols)

  • Structured Dialogues And Interactions (E.G. Lab Discussions, One-On-One Sessions, Virtual Dialogues)

Voice

Mentoring Components

  • Mentees Are Shown Academic Customs, Pitfalls, Departmental Politics And Taboos

  • Mentor Recognizes The Value Of Mentee

    (I.E. Co-Authorship, Graduate School/Employment References)

  • Mentors Are Peers Of Program Participants (Near-Peer, Tiered Peer, Etc.)

  • Mentors Provide Mentees With Access To Academic Resources

    (E.G. Precollegiate, Collegiate, Graduate, Postdoc, Faculty Training, Standardized Test Preparation, Writing Workshops, Research Workshops, Tenure And Promotion Information)

Empowering Activities

  • Coaching

  • Knowledge Transfer To The Community (E.G., Parents, Peers, Stakeholders)

  • Mentoring Opportunities

Past Participant Decision Making

  • Other

Expectation

  • We evaluate students based on their completion of the course, a series of surveys, participation in a focus group, and persisting through the sophomore year.

Evaluation Methods

  • Annual Performance Report

  • External Review/Evaluation

  • Program Survey(s)

Anticipated Outcomes

  • Completing Course(s)

  • Increasing academic skill area(s)

  • Moving to the next level of the pipeline

  • Persisting through current degree program

Key Performance Indicators

We evaluate students based on their completion of the course, a series of surveys, participation in a focus group, and persisting through the sophomore year.

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  This material is based upon work partially supported by the National Science Foundation under Grant Nos. and 1818458 and 2010676. Any opinions, findings, conclusions, and recommendations expressed on this site are those of the author(s) and do not necessarily reflect the views of the National Science Foundation

Copyright © 2021 Academic Pipeline Project

 

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