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Interdisciplinary Research and STEM-focused Social Science Curriculum Support Retention and Impact Perception of Science in Cohort of S-STEM Scholarship Students

Aizenman, Jennifer ; Kling, Thomas ; Ramsey, Laura ; Solomon, Jibril ; King, Colby ; Waratuke, Stephen ; Womack, Catherine ( March 2022 , Journal of STEM Education)

A curricular approach to supporting low-income STEM Scholars is outlined and initial associations with retention, social and cultural capital, perception of science, self-efficacy, and outcome expectations are examined. Details are provided for the curricular support program based on interdisciplinary research, service learning, and an explicit examination of the interpretation of science based on culture and social location. We show that Scholars had increased retention and graduation within STEM majors compared to a control group. Further, Scholars self-report in surveys and interviews increased social and cultural capital, motivation, and related outcomes that they attribute to the interdisciplinary coursework that comprises the bulk of the program.
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Promoting a Socially Relevant, Interdisciplinary Approach to Science

Kling, Thomas ; Waratuke, Stephen ; Aizenman, Jennifer ; King, Colby ; Ramsey, Laura ; Womack, Catherine ( November 2019 , Transforming STEM Higher Education)

Promoting Students Engaging In Scientific and Mathematical Interdisciplinary Collaborations (SEISMIC) requires careful thought. At Bridgewater State University, teams of SEISMIC Scholars are supported by an NSF S-STEM grant for low-income, academically talent STEM majors. SEISMIC Scholars engage throughout a three-year period in a series of humanities, social-science, service learning and STEM research courses that explicitly help Scholars frame their studies of Science and Mathematics as socially relevant and fundamentally interdisciplinary. This poster will report on the structure of the SEISMIC courses, providing examples of assignments and activities, all of which help to tie students together in a community that views Science as socially relevant and culturally informed.
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