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The school was awarded two grants designed to increase retention and participation in those fields. The first grant — about $565,400 — is for research on whether integrating financial applications into calculus courses significantly increases learning for math, science, technology or engineering majors.

The second is a five-year, $840,881 grant that prepares minority undergraduates in the four majors to become K-12 public school teachers in high-need public school systems.

Carolyn Morgan, a math professor, is the principal investigator of both grants.

“Students often come to the classroom thinking that they want to be engineers, but have no idea what that entails mathematically,” she said in a statement. “It’s going to be a very interesting project.”

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