Abstract:
The School of Engineering, Mathematics, and Science (SEMS) at Robert Morris University (RMU) was awarded a five-year grant (2008–2013) from the National Science Foundation (NSF) to fund scholarships to 21 academically talented but financially challenged students majoring in the disciplines of science, technology, engineering, and mathematics (STEM). The cohort was designed to be a living-learning community on campus to provide the social support that appears to be needed for first time college attendees. This study presents the quantitative and qualitative data tracked from this cohort of students during years two through five of the grant project. These years coincide with their undergraduate college careers. Year one of the grant was reserved as a planning year.
