STEM Ready

​​​​​​​Project-based learning (PBL) is a high-impact approach that gives students opportunities to solve complex real-world problems by applying skills learned in the classroom. The Project-Based Learning team is developing an interdisciplinary curriculum that can enable students to incorporate concepts and skills learned from other disciplines. Each spring, PBL faculty fellows participate in pedagogical training and then implement PBL-based learning in STEM courses based on a common theme across the multiple disciples. The following STEM courses with PBL implementation are BIOL 160A, CHEM 160A, BHSC/PSYN/SOCL 370, CISC 131, and IASP 230. The redesigned PBL curriculum for these courses also helps students develop critical thinking, collaboration, creativity, and communication skills that are key to academic and career success.

​​​​​​​Metacognition is described as an awareness of one’s own thought processes, and a growth mindset is a way of approaching challenges and setbacks as opportunities for improvement. Research has shown that students with better metacognitive strategies and growth mindsets perform better academically. What is less known is how to create a classroom environment where these strategies can be instilled in students. The Metacognition Fellows from the STEM Ready grant engage in training through informational seminars with experts in the field with the goal of implementing metacognitive strategies into their course design. In addition to metacognition, fellows strive to encourage a growth mindset in their classes, with their students, and in the development of course materials. The overarching goal of the Metacognition Fellowship is to increase student engagement, persistence, and academic performance. Fellows present their work at Mercy sponsored events to share their findings with colleagues.

WCC and Mercy University are strengthening the transfer pipeline for WCC’s Hispanic and low-income students who are interested in entering Mercy’s STEM majors and attaining a four-year STEM degree. This initiative fosters strong connections between WCC students and the Mercy community and supports student success through evidence-based practices. The Mercy University /WCC Transfer Pipeline comprises 50 WCC STEM Ready scholars who 1) receive personalized student coaching to help them complete their two-year degree and transition to Mercy in their junior year; 2) participate in the STEM Workplace Academy, including the STEM Ready Summer Research Institute, collaborate with the Westchester Biotech Initiative, and receive micro credential certifications; and 3) participate in STEM-pathways workshops.

Mercy University and WCC have a comprehensive Dual Admissions Pathway Agreement that enables prospective students to apply to Mercy University and WCC at the same time. Upon completion of their A.A. or A.S. degree at WCC, students are accepted to Mercy University with Junior standing. A minimum of 60 credits from an Associate degree (A.A. or A.S.) will be applied toward the completion of the articulated bachelor's degree program. A maximum of 75 credits can be applied toward the completion of the articulated bachelor's degree program. If all credits do not count for requirements in the major, they will count as elective credits toward the degree. This partnership provides WCC students with a seamless transfer process to Mercy University. In addition, all transfer students are assigned a PACT mentor who will help them navigate degree requirements, register for classes, track academic progress, and develop leadership skills. Mercy University offers a variety of partial scholarships to transferring WCC students annually, as well as other merit scholarships.

Summer Research Institute: Mercy University and Westchester Community College students receive stipends from working directly with faculty on authentic research projects for four weeks in the areas of biology, psychology, mathematics, computer science, cybersecurity, and computer information systems. Examples of past research projects include “Understanding Immunity in Soybean Plants in the Presence of Effector Proteins from Pathogenic Oomycetes” and “How Anxiety and Social Support Predict School Engagement Among Undergraduate College Students.” At the culmination of the Summer Research Institute, students present their findings to the Mercy and Westchester Community College communities. Students also present their summer research projects at professional conferences such as the Metropolitan Association of College and University Biologists (MACUB) or the Eastern Psychological Association.

Micro-credentialing: Mercy University and Westchester Community College work with discipline-specific advisory boards to support the work of the STEM degree programs. Each program’s advisory board is comprised of area employers who offer guidance and support to Mercy’s STEM programs with the aim of aligning curricula to meet market demand in the region. STEM Ready faculty will work with these advisory board members to develop micro-credentialing modules to increase student skills in needed areas. Students who successfully complete the modules will earn a digital badge to demonstrate competency. Micro-credential modules will support students in their degree paths and help prepare students for internships and future careers. Students who complete the micro-credential modules will be eligible to apply for internship stipends through the STEM Ready grant.