The project enables low-income students, who meet established academic criteria, to obtain Associate in Arts or Associate in Science degrees in the biological sciences, physical sciences, mathematical sciences, computer and information sciences, geosciences, engineering, and technology areas associated with the preceding science, technology, engineering, and mathematics (STEM) fields. These students will then transfer to an upper-division school or enter the workforce directly in their chosen field. For each term, a minimum of 27 academically promising students are provided with scholarships and a wide range of specially-designed enrichment activities to ensure their success.
SIGMA Outcomes OBJ Objective Outcome 1 Identify, recruit, and provide at least 27 scholarships each major semester to financial aid eligible, highly motivated students with GPA’s of 3.0 or higher, with a full time registration of a minimum of twelve credits each major term. Exceeded. The objective was met or exceeded in all major terms except in FALL 2013, when 21 students were recruited. 2 Match each student with an experienced STEM faculty mentor in the student’s discipline in order to guide students and monitor their progress. Exceeded. Each scholar was matched with a STEM faculty mentor. Once selected for the program, each scholar was assigned to a mentor. Scholars met with mentors on a regular basis to discuss class progress, career choices, and transfer opportunities to four-year institutions. Faculty mentors met regularly with the student to ensure that they were performing well in their courses, and to determine if additional support was needed. 3 Provide academic and career planning events for scholarship recipients. Exceeded. In addition to the academic and career planning components, scholars participated in several seminars and activities that focused on transfer process to four-year institutions and career options. These activities included: job fairs, university/college fairs, visits from university/college recruiters, and visits from representatives of local STEM companies and corporations. 4 Provide opportunities for scholarship recipients to interact with one another, and with STEM professionals both on and off campus. Exceeded. Several activities were organized that allowed students maximum interaction with each other, with faculty at the College, and with other STEM professionals both locally and nationally. The annual Awards Ceremony, for example, provided scholars the opportunity to network with other scholars. Refer to Appendix A through H for list of activities provided to students. 5 Provide internship/research opportunities for scholarship recipients. Exceeded. Scholars were encouraged to join the mathematics, science, technology and/or engineering clubs at their respective campuses. 6 Achieve 80% transfer to upper division institutions or direct entry into the labor force. Exceeded. Completion rates are as follows: Academic Year Scholars Completed Program Percent 2010-11 78 74 95% 2011-12 98 78 80% 2012-13 76 67 88% 2013-14 60 52 86% 7 Create an active learning community via cyber communities amongst recipients to form natural student cohorts. Exceeded. Awardees had access to a web portal where they can get informed of upcoming meetings and events. 8 Provide optional experience through service learning in their chosen fields. Exceeded. Scholars were encouraged to volunteer in the STEM Student Center and in the Math Learning Center. 9 Student participants are required to attend at least two STEM forums during the academic year. Exceeded. Scholars were encouraged to attend several workshops and seminars throughout the year. These workshops included topics such as careers in STEM, transfer process to four-year institutions, leadership, and financial aid. Refer to Appendix A through H for list of activities provided to students. Summary MDC has the largest undergraduate enrollment of any college or university in the United States and confers more associate’s degrees than any other U.S. college, with the largest Hispanic student enrollment and the fourth largest enrollment of African American students. More than half of MDC students will be the first in their families to attend college: 52% are first-generation college students. Also, nine of ten MDC students stay in the region and contribute to the local economy after they leave the college. Students may earn associate’s degrees and vocational certification in a wide range of fields and baccalaureate degrees in several areas. MDC is ranked first nationally for degrees awarded to Hispanics and African-Americans. MDC provides access for financially needy students: 39% are below federal poverty level for their household size, and 61% are low-income. Miami Dade College serves a nontraditional, ethnically diverse student body. Eighty-three percent of its students are members of underserved minority populations. For example, at Wolfson campus (home campus of the STEM Innovations Generating Maximum Achievements (SIGMA) project), Hispanic enrollment is approximately 61%, and black non-Hispanic enrollment is 22%. Over half of students are classified as low-income and receive need-based financial aid, and 33% live below the federal poverty level. Miami Dade College (MDC) ranks second in the nation in the number of Pell grants awarded to public colleges and universities. One in every 130 Pell grants awarded nationally in public colleges and universities is at MDC, and in Florida, one in every seven. For many students, MDC represents their only real chance to enroll in higher education. The STEM Innovations Generating Maximum Achievements (SIGMA) project provided educational and financial support to talented, economically disadvantaged students to earn degrees in STEM fields. By supporting students in STEM fields, the SIGMA program helped fill important gaps in the labor force, improved students’ lives and enhanced the standard of living of their communities.
