Abstract Funded by an NSF S-STEM grant, Muhlenberg College recruited two cohorts of economically disadvantaged students intending to study chemistry, computer science, environmental science, mathematics, physical science or physics (MP SIMS). Our program includes five elements: financial, academic and psychosocial support, mentoring, and professional development for students. Background The goals of the MP SIMS Scholar Program goals include improved recruitment and retention of students in the mathematical and physical sciences, and increased diversity of the science student population at Muhlenberg College. Although talent and financial need were our primary considerations when awarding scholarships we also tried to recruit from underrepresented groups. A College Board study (Gandara and Maxwell-Joly, 1999) of twenty programs notes that programs aimed at improving minority achievement in the sciences often include several of five components: financial, academic and psychosocial support, mentoring and professional development. Our project includes all of these elements. The first cohort of MP SIMS Scholars was surveyed 8 months after completion of all three programs. Results are presented here. Recruitment The Admissions Department recruited students meeting these criteria: Financial need as per federal standards Academic talent in the sciences Desire to pursue a major in Chemistry, Computer Science, Environmental Science, Mathematics, Physical Science or Physics. Scholarships The MP SIMS scholarships are used to replace work-study and loans in the student’s financial aid package. Acknowledgments This material is based upon work supported by the National Science Foundation under Grant Number NSF DUE Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation. Associate Dean for Assessment Dr. Kathleen Harring helped design and collect the survey. Drs. Bruce Anderson, Brett Fadem, Joseph Keane, Clif Kussmaul, Linda McGuire and Don Shive gave valuable advice and support in addition to specific contributions noted above. Scholarships (continued) In order to maintain their standing in the MP SIMS program, and thus their scholarships, the scholars must: Enroll in at least one course from among the following disciplines in each of their first four semesters: Chemistry, Computer Science, Environmental Science, Mathematics and Physics. Complete the SIMS Colloquium and Cornerstone Course by the end of their fourth semester. Declare a major in Chemistry, Computer Science, Environmental Science, Mathematics, Physical Science or Physics by the end of their fourth semester. Maintain a 2.50 GPA by the end of the first year, a 2.75 GPA by the end of the second year and a 3.00 GPA by the end of the third year and thereafter. Academic & Social Support Pre-orientation The scholars met as a group for the first time during the pre-orientation program. Two senior science majors (a chemistry major and a mathematics major) acted as mentors. The program included a tour of the Martin Guitar Factory, led by the Chief Instrument Designer and members of his staff, a program organized by librarians to introduce the scholars to the research resources we have available, a program with two peer tutors and the director of the Academic Resources Center. Dr. Clif Kussmaul, Computer Science, asked the students to design a pookalum (a flower decoration associated with the Indian feast of Onam) and to install it in a public location on campus. Objectives: build cohort, introduce to academic resources First year seminar The SIMS Scholars were required to take a first year writing seminar, Studying Problems, Creating Solutions developed and, taught by Dr. Kussmaul. The total enrolment was fourteen students. Dr. Kussmaul modeled the course on engineering cornerstone courses and made extensive use of POGIL activities. Jane Flood, Physics Department, Muhlenberg College, Allentown, PA Literature cited Gandara, P. and Maxwell-Joly, J Priming the pump: strategies for increasing the achievement of minority undergraduates. The College Board, NY 129pp Improving Recruitment and Retention in the Mathematical and Physical Sciences Objectives: build cohort, introduction to working like scientists SIMS Colloquium The SIMS Colloquium is a two-semester sequence designed and taught by Dr. Joseph Keane, Chemistry. The first semester included presentations by scientists from a variety of settings. The second semester focused on career planning and scholarship application writing. Assignments included writing an application for a prestigious award, such as a Goldwater award, and individual career counseling sessions with counselors from our career center. Objectives:, career exploration and advising Academic Advising The PI, Dr. Jane Flood acted as first year advisor to the six SIMS Scholars until they declared their majors. At present, the scholars are being mentored one-on-one by major advisors. Objectives: retention in supported majors, academic success Course-Specific Peer-led Workshops Muhlenberg College has a well-established learning assistant (LA) program. LAs lead workshops in courses where students are at risk. These workshops are available to all students including MP SIMS Scholars. Assessment Retention and Academic Success The first cohort of SIMS Scholars is entering the senior year. All six of the original scholars are still in the program. Their majors include Chemistry, Environmental Science, Mathematics and Physics Program Survey This first cohort of students was surveyed at the beginning of their junior year in order to assess the effectiveness of different program components. Results appear in Tables I, II and III. Four out of six students repsonded. Conclusions We meet our primary goals of recruiting six academically talented students and retaining them in the supported majors. We had less success recruiting under-represented students, with only one Hispanic student in the cohort. Our programs were effective at building a cohort, academic support and some aspects of career advising, but did not influence students’ career choice strongly. First year seminar Program Component (Colors correspond to color of associated objectives) Mean Standard Deviation Percent Pre-orientation helped me form supportive relationships with other NSF Scholars % Pre-orientation helped me become familiar with campus resources % Participation in the First Year Seminar “Studying Problems, Creating Solutions” helped strengthen my relationships with other SIMS Scholars % Participation in the First Year Seminar “Studying Problems, Creating Solutions” gave me a better understanding of how scientists might work in a non-academic environment % Participation in the SIMS colloquium supported my interest in the mathematical and physical sciences % Participation in the SIMS colloquium exposed me to different kinds of careers available to individuals with degrees in mathematical or physical sciences % Participation in the SIMS colloquium helped me to determine my academic and career interests % LA workshop Attendance Frequenc y Percent age I attended the learning assistant-led workshops associated with my science and math classes Every Week 125.0% Frequently, but not weekly 250.0% About half of the time 00.0% Occasionally 00.0% Never 125.0% LA workshop value Mean Standard Deviation Percentag e The LA-led workshops helped me succeed in my classes %