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Academic Initiative

Scientific Literacy

  • Sponsor: National Science Foundation (NSF)
  • Sponsor: Paid by Program Funding

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.

Program Contact


  • Southeast
  • 830 Westview Dr SW, Atlanta, GA 30314, USA

Type Of Program


  • Collegiate


  • Applied Mathematics

  • Biology

  • Chemistry

  • Computer Science

  • Engineering

  • Math

  • Mathematics

  • Natural Science

  • Physics

  • Science




Individuals Served

  • 101-500

Notable Alumni


Research, Roles & Responsibilities

Research Components

  • Mentored research experience(s)

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

Identity & Inclusion

  • The growth mindset chapter focuses on building student's self-efficacy through teaching the ways they can embody a growth mindset as they persist through their STEM major.
  • ...

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)


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


  • ...

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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