Building a Community of Future Scientists

It’s not just a major. Students who study science and math at Agnes Scott are part of a community that supports and nurtures them, creating tomorrow’s scientists.

By Sara Baxter

Last summer, four Agnes Scott College biology majors spent eight weeks analyzing genomic data—specifically using fruit fly genes to gain insight into the evolution of gene structure and signaling pathways. The hope is that by using various computational tools and considering multiple lines of experimental evidence, they will be able to develop a gene model that matches the data.

In another lab, students were learning about eye tracking, a technique that allows researchers to record eye movements in a noninvasive way during a computerized cognitive task. The research project was focused on prospective memory in children.

These students were STEM Scholars, taking part in an innovative program at Agnes Scott that allows students studying STEM subjects (science, technology, engineering and math) to gain research experience during the summer.

It’s one example of how STEM students at Agnes Scott are given multiple opportunities to learn, grow and thrive in a supportive, collaborative community that extends beyond the classroom.

“STEM in a liberal arts setting is so important for training critical and creative problem-solvers,” says Jennifer Larimore, associate professor, chair of biology and director of neuroscience. “In the STEM classes and labs, students use hands-on approaches to address scientific problems impacting our society. The environment of Agnes Scott is unique and provides for scientific training at the highest level.”

“At Agnes Scott, we are able to offer STEM majors a real sense of community,” adds Amy Lovell ’90, professor of astronomy who received her degree in physics from Agnes Scott College. “We’re really trying to provide an inclusive environment for everyone, and one where it is collaborative over competitive; a feeling of ‘we’re in this together.’”

On average, about 25% of Scotties are STEM majors. The college has strong traditional science departments in biology,

chemistry, math, physics and astronomy as well as interdisciplinary majors across those departments that include neuroscience, biochemistry, math-physics and math-economics.

Lovell has seen that evolve from when she attended Agnes Scott.

“When I was a student, the science majors were biology, chemistry and physics,” she says. “Now, the majors have more nuances, and we offer a variety of minors that allow students to be more specific within their major.”

The way students are taught has also changed.

“With the advent of audio-visual capabilities, information technology and access to current literature, we are able to create a more dynamic learning environment and to develop and challenge each student’s critical and scientific thinking abilities,” says John Pilger, William Rand Kenan Jr.

At the core of the sciences at Agnes Scott is the Science Center for Women, which coordinates programs that support students and faculty in STEM subjects. That includes peer-to-peer tutoring, a "living/learning community, research opportunities and mentoring.

“The science community is an engaged and supportive ecosystem,” says Lilia Harvey, Charles A. Dana Professor, chair of chemistry and associate dean for STEM teaching and learning, who also serves as the faculty director of the Science Center for Women. “Faculty work with students closely in the classroom with active learning formats such as “flipped” classrooms, in the research labs doing authentic research, and side by side or mentoring students in our offices talking about graduate school or professional work after college.”

Professor of Biology and co-director of the environmental and sustainability studies program. “Our students benefit from these experiences when they apply to graduate professional school or when entering the scientific community.”

GETTING A LITTLE HELP FROM THEIR FRIENDS

The STEM community is also strengthened by the opportunities students have to support each other

through multiple peer-to-peer support systems.

First-year science majors can choose to live together in a living/ learning community called Generating Excellence in Math and Science, or GEMS. The GEMS floor has a designated resident assistant and structured programming throughout the year.

“By living with other science majors, students get a sense of belonging and self-efficacy,” says Shandra Owens, director of GEMS. “And the support doesn’t end after the first year; you are supported until you graduate.”

To help bolster student success, the Resource Center for Mathematics and Science provides academic support and peer tutoring for STEM majors. Tutoring is provided by students—called learning assistants—six days a week.

The center also offers study skills workshops, study groups, a resource library and other programming to support students.

“The learning assistants work with the students to develop problem-solving skills and discuss challenging concepts for better understanding,” says Owens, who also oversees the Resource Center for Mathematics and Science. “Tutoring is successful because they are getting it from their peers. It’s less intimidating than getting help from the professors.”

During the pandemic, when Scotties were learning remotely, the esource center quickly adapted to provide online academic support. The statistics were impressive. Learning assistants helped 323 students in five different time zones and the site had more than 2,548 visits.

Owens says offering both GEMS and the Resource Center for Mathematics and Science helps with student retention.

“We produce results by offering a great support system,” says Owens. “And it pays off—our students persist and succeed in the STEM field.”

OPPORTUNITIES FOR LEARNING OUTSIDE THE CLASSROOM

To gain valuable research experience, students can take part in the STEM Scholars program, work independently with a professor or find research opportunities beyond the Agnes Scott campus.

“Our goal is to give all students an opportunity to do research beyond a classroom lab situation,

30Professor of Astronomy Amy Lovell (top of photo) looks on as students present at the summer poster session.

which helps train them in the field,” says Molly Embree, director, STEM Mentored Research, and director, STEM Scholars program.

The STEM Scholars program— established in 2015 with initial funding from the Goizueta Foundation—provides opportunities for students to work closely on a research project with a professor. The eight-week program is a deep dive into research, and the students receive a stipend, as they would if they were graduate students conducting research. STEM Scholars also take classes on how to communicate scientific data effectively to different audiences, ethics in research and professional development.

When the STEM Scholars program began, Embree says they had 11 students working on six research projects. That number has continued to increase each year,

and in 2021, 34 students participated in research projects. “The program is incredibly beneficial for our students,” says Bonnie Perdue, associate professor of cognitive neuroscience, chair of the psychology department and co-director of the neuroscience program, who was the lead on the eye-tracking project mentioned above. “Not only do they have an opportunity to engage in intensive,

hands-on research throughout the summer, but the broader program builds connections among students and faculty. There is also a longterm focus on ethics in the research process, which will continue to be of critical importance as they develop their own scholarly identity.”

Faculty also benefit, as they receive assistance with their projects and also contribute to creating future researchers.

“The program is incredibly beneficial for our students. Not only do they have an opportunity to engage in intensive, hands-on research throughout the summer, but the broader program builds connections among students and faculty.

—Bonnie Perdue, associate professor of cognitive neuroscience, chair of the psychology department and co-director of the neuroscience program

Students work together in a chemistry lab.31

“The most rewarding aspect of mentoring students in STEM research is fostering and witnessing their growth,” says Srebrenka Robic, a biology professor who oversees STEM Scholars research projects, such as the genomic data project. “At the beginning, students need a lot of my help and training, but as they dig deeper into their research projects, they begin to own them, often noticing patterns and features that I was not aware of. Watching this happen is the most rewarding part of mentoring a student. I know that no matter what the next step in their scientific training journey will be, they will be more ready to tackle that challenge of solving a puzzle.”

In addition to STEM Scholars, students can participate in other research projects within Agnes Scott, as well as at schools in the Atlanta area and around the country.

“Agnes Scott does an amazing job of connecting students with research opportunities,” says Jennifer Kovacs ’02, professor of biology. “It’s an important part of the experience. It allows them to feel empowered by seeing themselves and their peers doing great things.”

GRANT FUNDING TO SUPPORT SCIENCE MAJORS

According to Harvey, since 2019, Agnes Scott’s successful STEM initiatives have been further strengthened by multiple National Science Foundation grants as well as private foundation grants and gifts from individual donors. Most recently, the college received two grants—one to fund scholarships for incoming STEM students and another to track students’ success while at Agnes Scott.

S-STEM, a grant from the NSF, is a four-year scholarship program that will fund two cohorts of 10 students who are pursuing STEM majors. The first group started this year and another will follow next year.

A liquid chromatography test (shown above) is a chemical way to identify molecules.

“We’ll follow them for four years in hopes of determining if offering scholarships has a positive effect on recruiting and retaining science majors,” Harvey says.

In addition, the Science Center for Women was awarded a threeyear, $300,000 NSF Improving Undergraduate STEM Education grant to study the effectiveness of Agnes Scott’s STEM program.

“We’re looking at the entire student body and the number of STEM students on day one,” says Embree. “Do they stay in the major, and how are they performing? We can then detect patterns and determine the reasons for them not continuing on. This grant will

hopefully provide us with the tools we need to retain STEM students.”

With the community-building, mentoring, research opportunities and built-in support system embedded within the sciences, Agnes Scott is grooming these students to go out and successfully make their mark in the science world.

“I hope that students can envision themselves as scientists and see that they have something to contribute and that their voices are needed,” says Kovacs. “We want them to gain an understanding of the tools they need and find the confidence to use those tools to explore questions in the science field.”

Students work in lab classes to complement their classroom instruction.

Agnes Scott does an amazing job of connecting students with research opportunities ... It allows them to feel empowered by seeing themselves and their peers doing great things.

—Jennifer Kovacs ’02, professor of biology

Students partner together on a lab project.