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While many stories right now are focusing on financial aid programs finding themselves strapped for cash to award an increased of needy applicants, this is not universally the case. Data published by The Chronicle of Higher Education shows that two federal grant programs that were added in 2006 still have more awards than applicants.  The Academic Competitiveness Grant (ACG) and Science and Mathematics Access to Retain Talent (SMART) Grant have gained some participation, but still they're still falling short of enrollment goals.

Both grants are intended to supplement Federal Pell Grants for students who are both academically talented and financially needy. The ACG is a grant of $750 to $1,300 for college freshmen and sophomores who have completed a rigorous high school curriculum and excelled academically, while the SMART Grant is an award of up to $4,000 per year designed to support college juniors and seniors who are enrolled in a science, math, engineering, technology, or critically needed language program.  Approximately 465,000 students received the ACG and SMART grants in the 2007-2008 academic year, up 95,000 from the first year they were offered.

In order to attract more applicants and meet their goal of doubling participation by the 2011-2012 academic year, the department is pushing financial aid administrators to become more aware of award criteria and to make sure the grants are being fully awarded.  In addition, requirements have also been loosened and students enrolled in eligible five-year programs will be able to receive a SMART grant in their fifth year of school beginning in July.

Not everyone can or wants to become a chemical engineer or mathematician, but the White House wants to make sure the country's doing all it can to give students the opportunity to explore all of their options before they're ready to make decisions about their future career paths.

President Obama announced a new campaign Monday called "Educate to Innovate" that aims to encourage more middle and high school students to pursue science, technology, engineering, and math. (His remarks can be read here, courtesy of the Washington Post.) The program will call on outside organizations to spend their own money and time to educate students on the kinds of things they could do in those fields, and improve their skill sets in those areas. It's no secret that the United States has lagged behind other countries in math- and science-based fields, despite the kinds of resources already available in those fields. (Another government initiative, the Race to the Top Fund, was announced last July to in part provide more money to states for innovative science programs.)

If you're good at math or science and are still undecided about what you'd like to be when you grow up, consider this: the vast majority of highest-paying college majors involve some degree of math or science skill. Those fields of study tend to be more specialized - not everyone can be a computer engineer, for example, and often require some study beyond that undergraduate degree. But in addition to the generous salaries, advances in many of those fields make it an exciting time to pursue a career as a researcher or scientist.

There's also plenty of scholarship money to go around if you're planning on or already pursuing a math or science field. The National Science and Mathematics Access to Retail Talent (SMART) Grant is awarded to undergraduates in their third or fourth year. Eligible recipients must already be Pell recipients, and the maximum award is $4,000. If you're interested in competitions, the Intel Science Talent Search targets high school seniors with original research. Scholarships.com also awards Area of Study College Scholarships to students interested in computer science, engineering, technology, and general science. To see whether you qualify for any of these or thousands of other scholarships, many of them related to the maths or sciences, conduct a free scholarship search to see the kind of awards you're eligible for.

President Obama announced a renewed focus on "Educate to Innovate" yesterday, this time targeting the need for more math and science teachers. As part of the most recent developments involving that initiative, leaders representing more than 120 public universities pledged to do their part to increase the total number of math and science teachers from 7,500 to 10,000 by 2015. Of those who pledged that promise to the White House, 41 said they would double the number of teachers they trained in that same period.

"Educate to Innovate" was first announced last November. The program was first announced with the aims to encourage more middle and high school students to pursue science, technology, engineering, and math (STEM) fields. The program called on outside organizations to spend their own money and time to educate students on the kinds of things they could do in those fields, and improve their skill sets in those areas. This time around, the focus was on the colleges. The Association of Public and Land-Grant Universities has admitted it could do more to not only get more students interested in the maths and sciences, but to better prepare those who do pursue those fields to make the United States more competitive on the international scene in those disciplines.

The White House also announced that the Woodrow Wilson Teaching Fellowships in Math and Science program would be expanded to include Michigan and Ohio, the National Math + Science Initiative's UTeach program would be expanded to include 20 additional universities, and that NASA, in partnership with companies, non-profits, and states, will launch a pilot program to enhance learning opportunities in STEM fields for students during the summer.

If you're already interested in science and math, make sure you know about all of the scholarship opportunities that could be available to you. As more emphasis is placed those fields of study, the incentives to pursue those disciplines will grow, so the time is now to apply for funding to pursue a degree in a STEM field. The National Science and Mathematics Access to Retail Talent (SMART) Grant is awarded to undergraduates in their third or fourth year. Eligible recipients must already be Pell recipients, and the maximum award is $4,000. If you’re interested in competitions, the Intel Science Talent Search targets high school seniors with original research. To see whether you qualify for any of these or thousands of other scholarships, many of them related to the maths or sciences, conduct a free scholarship search to see the kind of awards you’re eligible for.

I met many people during my undergraduate years that, upon hearing my major, had a good chuckle before informing me I was never going to make any money doing what I loved – writing. Their majors? Usually something involving business. I still giggle a little thinking of that irony: They not only picked the wrong field but the wrong school if they were concerned with raking in a hefty salary.

According to a new survey from PayScale.com, Harvey Mudd College's 2011 graduates are have the highest salary potential, beating out Princeton, Dartmouth, Harvard and Caltech. The college's potential starting median salary is $68,900 while its midcareer median salary is $126,000 yet a campus official said the school does not plan its curriculum based on salary potential. Thyra L. Briggs, vice president of admissions and financial aid, said Harvey Mudd students receive a strong math and science education wrapped in a liberal arts context, meaning students can “solve even the most demanding technical problems, but they also know how to work collaboratively, present their ideas to a broad range of audiences, and write well - traits that may distinguish them from other high-level math and science graduates." Instead of being pigeonholed into only one discipline, she said, Harvey Mudd grads leave school with an adaptability that's an asset in the working world or graduate study. Not bad!

Briggs agrees that the number one ranking is impressive but she’s more excited that more people are looking at Harvey Mudd – especially prospective students and their parents. Future college students, does this news change your opinion about Harvey Mudd? What’s more attractive to you about a college – higher earning potential upon graduation or a higher quality of education as a whole?

Think back (OK, maybe it’s not so far back for some of you) to your last geometry course. Remember the name of the mathematical constant expressing the ratio of a circle's circumference over its diameter? Of course you do – it’s Pi! – and today, mathletes and non-mathletes alike are celebrating it...but why?

Time recently interviewed David Blatner, author of "The Joy of Pi", about the Greek symbol’s history and cult following. "What's interesting about it is that it's technically irrational and transcendental. The exact digits of Pi cannot ever truly be known. There's no way for us to figure out what Pi is and that's kind of an odd and curious thing for science," he said. "At its simplest, Pi is the measurement around the circle, divided by the measurement across the circle. The idea that something so simple should unfold in something that is unknowable is baffling."

There are still many questions about the constant – if there’s a pattern to the more than trillion calculated digits and that pattern’s possible meaning to the universe as a whole – but when March 14th rolls around, scholars celebrate the fun side (yes, there is one) of math and science. Here at the Scholarships.com headquarters, we partake in lots of pie eating. How will you pay homage to Pi today?

Most 14-years-olds spend their school days learning algebra and being awkward. Not Colin Carlson: He’s too busy earning hefty scholarships for graduate school.

Carlson is a higher education veteran despite his limited years. Since the age of nine, Carlson has been taking classes at the University of Connecticut and today, he is a junior in the honors program and is working toward a dual degree in evolutionary biology and in environmental studies and ecology. The scholarship – $30,000 from the Truman Scholars program – is only the fourth of its kind bestowed upon a UConn student and these funds, plus another recently awarded $7,500 from the Barry M. Goldwater Scholarship program for students headed into mathematics, science or engineering careers, will surely help the real genius as he pursues a law degree, a doctorate and a career in environmental advocacy.

Some may say $30,000 isn’t that much money for college these days but to others, it’s a life-changing sum. How are you planning to pay for school?

What high school student doesn’t love the idea of selecting a course based on the common knowledge the teacher is totally laidback and you’re guaranteed an easy A without much effort? We’ve all been there before and with all the classes high school students are required to take, many attempt to pack their electives with cushy classes before the reality of challenging college courses set in. But at what cost? According to a survey of 2010 high school graduates released by the College Board, 90 percent said their high school diplomas were not enough to compete in today’s society.

Almost half of the 1,507 students surveyed said they wish they took different classes in high school, specifically more challenging science, math and writing courses. As for the students who decided to take Advanced Placement (AP) or International Baccalaureate (IB) courses – 39 percent of those surveyed – agreed that the extra difficulty was worth it. In hindsight, the majority of students agreed that high school graduation requirements should be made tougher, and nearly 70 percent said that graduating high school was “easy” or “very easy.” Some students even went on to say that high school didn’t adequately prepare them for college, 54 percent of graduates said that their freshman year college courses were more difficult than expected, and a quarter needed to take remedial classes during their freshman year.

Those of you still in high school, does the study’s findings encourage you to take more difficult classes while in high school? What changes should high schools make in order to better prepare students for college? Do you think it’s a high school’s responsibility to encourage students to take AP or IB courses?

Picture two Advanced Placement classes. One features a teacher giving a lengthy lecture while students take notes and the other has the instructor fielding questions and interacting with students based on the previous night’s digital assignment. Which one is producing higher AP test scores and information comprehension? According to some, it’s the latter – a method being referred to as flipped classrooms.

A growing number of teachers are recording their lectures, uploading them to iTunes and assigning homework based on their digital lessons. Instead of covering an entirely new topic during class time, students review the material at home, bounce queries off of friends and arrive in class the next day ready to work out any remaining problems they’re having with the teacher. The approach may seem strange but teachers who have tried it – including Stacey Roshan, a calculus teacher at the Bullis School in Potomac, Maryland – say flipped classrooms offer greater control over material and more face time with students.

The flipped classroom method is gaining more support – the Bill & Melinda Gates Foundation has taken note – but also has amassed its fair share of critics: Lisa Nielsen, author of the new book "Teaching Generation Text," worries that low-income students may fall behind because they don't have reliable Internet or computer access at home and says the approach "could lead us down the path of doing more of something that doesn't work because it gives us more time to do it."

Has anyone experienced the flipped classroom method first-hand? If so, what did you think of it? If not, would you be willing to give this learning method a try?

Recent college graduates have entered one of the toughest job markets in decades. Full-time positions are scarce and with the unemployment rate hovering at 9 percent, some people have harsh words for those pursuing liberal arts degrees. For instance, Florida Gov. Rick Scott’s message to anthropology majors: The state doesn’t need more anthropologists. Perhaps he forgot his own daughter has a degree in the field. Oops!

In an interview with the Sarasota Herald-Tribune, Mr. Scott said, "Is it a vital interest of the state to have more anthropologists? I don’t think so." He told the paper that he wants to shift more funding to science, technology, engineering and math departments – aka the “STEM” disciplines – and away from departments like psychology and anthropology. This comment didn’t sit well with the American Anthropological Association, prompting 11,000 of its members to fire back at Scott in a letter stating the governor is “unaware that anthropologists are leaders in our nation’s top science fields, making groundbreaking discoveries in areas as varied as public health, human genetics, legal history, bilingualisms, the African American heritage and infant learning.” A spokesman for the governor later said that he didn’t mean to criticize anthropologists but rather intended to highlight the demand for graduates with degrees in STEM fields.

Do you think Gov. Scott’s words were a bit too harsh? Should students pursue degrees in STEM fields because there is a demand? Recent liberal art graduates, would you go back to school and change your degree path?

Are you good with numbers and also looking to find some money for college? If so, Moody’s Mega Math Challenge – and our latest Scholarship of the Week – is the best of both worlds.

Moody's Mega Math (M3) Challenge is an Internet-based, applied math contest for high school juniors and seniors. Participating teams are required to independently solve an open-ended, applied math-modeling problem focused on a real-world issue in 14 hours and winners receive scholarships totaling $100,000. Up to two teams of three to five high school students from each school are eligible to participate and will be judged on the approach and methods used and the creativity displayed in problem-solving and math-modeling.

Teams must have a teacher complete the online registration and select a Challenge day (March 3rd or March 4th) by February 24th at 6:00 p.m. EST. For more information about this and other scholarship opportunities, conduct a free scholarship search today!