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1. Rus, V., Fancsali, S.E., Venugopal, D., Pavlik Jr., P., Graesser, A.C., Bowman, D., Ritter, and The LDI Team. (2021)

   Rus, V. ( January 2021 , Proceedings of The Second Workshop of the Learner Data Institute , The 14th International Conference on Educational Data Mining (EDM 2021))

   null (Ed.)

   This paper provides a progress report on the first 18 months of Phase 1, the conceptualization phase, of the Learner Data Institute (LDI; www.learnerdatainstitute.org). LDI is currently in Phase 1, the conceptualization phase, to be followed by Phase 2, the institute or convergence phase. The current 2-year conceptualization phase has two major goals: (1) develop, implement, evaluate, and refine a framework for data-intensive science and engineering for the future institute, and (2) use the framework to provide prototype solutions, based on data, data science, and science convergence, to a number of core challenges in learning science and engineering. By targeting a critical mass of key challenges that are at a tipping point, LDI aims to start a chain reaction that will transform the whole learning ecosystem. We will emphasize here the key elements of the LDI science convergence framework that our team developed, implemented, and now is in the process of evaluating and refining. We highlight important outcomes of the convergence framework and related processes, including a 5-year plan for the institute phase and data-intensive prototype solutions to transform the learning ecosystem. 

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2. The Learner Data Institute—Conceptualization: A Progress Report

   Rus, V. ( January 2021 , Proceedings of the 2nd Learner Data Institute Workshop in Conjunction with The 14th International Educational Data Mining Conference)

   null (Ed.)

   This paper provides a progress report on the first 18 months of Phase 1, the conceptualization phase, of the Learner Data Institute (LDI; www.learnerdatainstitute.org). LDI is currently in Phase 1, the conceptualization phase, to be followed by Phase 2, the institute or convergence phase. The current 2-year conceptualization phase has two major goals: (1) develop, implement, evaluate, and refine a framework for data-intensive science and engineering for the future institute, and (2) use the framework to provide prototype solutions, based on data, data science, and science convergence, to a number of core challenges in learning science and engineering. By targeting a critical mass of key challenges that are at a tipping point, LDI aims to start a chain reaction that will transform the whole learning ecosystem. We will emphasize here the key elements of the LDI science convergence framework that our team developed, implemented, and now is in the process of evaluating and refining. We highlight important outcomes of the convergence framework and related processes, including a 5-year plan for the institute phase and data-intensive prototype solutions to transform the learning ecosystem. 

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3. Lived Experiences of African American Engineering Students at a PWI Through the Lens of Navigational Capital

   Damas, S. ; Benson, L. ( February 2022 , 2022 CoNECD (Collaborative Network for Engineering & Computing Diversity))

   There are significant disparities between the conferring of science, technology, engineering, and mathematics (STEM) bachelor’s degrees to minoritized groups and the number of STEM faculty that represent minoritized groups at four-year predominantly White institutions (PWIs). Studies show that as of 2019, African American faculty at PWIs have increased by only 2.3% in the last 20 years. This study explores the ways in which this imbalance affects minoritized students in engineering majors. Our research objective is to describe the ways in which African American students navigate their way to success in an engineering program at a PWI where the minoritized faculty representation is less than 10%. In this study, we define success as completion of an undergraduate degree and matriculation into a Ph.D. program. Research shows that African American students struggle with feeling like the “outsider within” in graduate programs and that the engineering culture can permeate from undergraduate to graduate programs. We address our research objective by conducting interviews using navigational capital as our theoretical framework, which can be defined as resilience, academic invulnerability, and skills. These three concepts come together to denote the journey of an individual as they achieve success in an environment not created with them in mind. Navigational capital has been applied in education contexts to study minoritized groups, and specifically in engineering education to study the persistence of students of color. Research on navigational capital often focuses on how participants acquire resources from others. There is a limited focus on the experience of the student as the individual agent exercising their own navigational capital. Drawing from and adapting the framework of navigational capital, this study provides rich descriptions of the lived experiences of African American students in an engineering program at a PWI as they navigated their way to academic success in a system that was not designed with them in mind. This pilot study took place at a research-intensive, land grant PWI in the southeastern United States. We recruited two students who identify as African American and are in the first year of their Ph.D. program in an engineering major. Our interview protocol was adapted from a related study about student motivation, identity, and sense of belonging in engineering. After transcribing interviews with these participants, we began our qualitative analysis with a priori coding, drawing from the framework of navigational capital, to identify the experiences, connections, involvement, and resources the participants tapped into as they maneuvered their way to success in an undergraduate engineering program at a PWI. To identify other aspects of the participants’ experiences that were not reflected in that framework, we also used open coding. The results showed that the participants tapped into their navigational capital when they used experiences, connections, involvement, and resources to be resilient, academically invulnerable, and skillful. They learned from experiences (theirs or others’), capitalized on their connections, positioned themselves through involvement, and used their resources to achieve success in their engineering program. The participants identified their experiences, connections, and involvement. For example, one participant who came from a blended family (African American and White) drew from the experiences she had with her blended family. Her experiences helped her to understand the cultures of Black and White people. She was able to turn that into a skill to connect with others at her PWI. The point at which she took her familial experiences to use as a skill to maneuver her way to success at a PWI was an example of her navigational capital. Another participant capitalized on his connections to develop academic invulnerability. He was able to build his connections by making meaningful relationships with his classmates. He knew the importance of having reliable people to be there for him when he encountered a topic he did not understand. He cultivated an environment through relationships with classmates that set him up to achieve academic invulnerability in his classes. The participants spoke least about how they used their resources. The few mentions of resources were not distinct enough to make any substantial connection to the factors that denote navigational capital. The participants spoke explicitly about the PWI culture in their engineering department. From open coding, we identified the theme that participants did not expect to have role models in their major that looked like them and went into their undergraduate experience with the understanding that they will be the distinct minority in their classes. They did not make notable mention of how a lack of minority faculty affected their success. Upon acceptance, they took on the challenge of being a racial minority in exchange for a well-recognized degree they felt would have more value compared to engineering programs at other universities. They identified ways they maneuvered around their expectation that they would not have representative role models through their use of navigational capital. Integrating knowledge from the framework of navigational capital and its existing applications in engineering and education allows us the opportunity to learn from African American students that have succeeded in engineering programs with low minority faculty representation. The future directions of this work are to outline strategies that could enhance the path of minoritized engineering students towards success and to lay a foundation for understanding the use of navigational capital by minoritized students in engineering at PWIs. Students at PWIs can benefit from understanding their own navigational capital to help them identify ways to successfully navigate educational institutions. Students’ awareness of their capacity to maintain high levels of achievement, their connections to networks that facilitate navigation, and their ability to draw from experiences to enhance resilience provide them with the agency to unleash the invisible factors of their potential to be innovators in their collegiate and work environments. 

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4. Improving STEM Education for Lower-division College Students at HSI by Utilizing Relevant Sociocultural and Academic Experiences: First-year Results from ASSURE-US Project

   https://doi.org/10.18260/1-2--34795  

   Huang, Jidong ; Kurwadkar, Sudarshan ; Bein, Doina ; Bai, Yu ; Mayoral, Salvador ( June 2020 , 2020 ASEE Virtual Annual Conference Content Access)

   Despite national efforts in increasing representation of minority students in STEM disciplines, disparities prevail. Hispanics account for 17.4% of the U.S. population, and nearly 20% of the youth population (21 years and below) in the U.S. is Hispanic, yet they account for just 7% of the STEM workforce. To tackle these challenges, the National Science Foundation (NSF) has granted a 5-year project – ASSURE-US, that seeks to improve undergraduate education in Engineering and Computer Science (ECS) at California State University, Fullerton. The project seeks to advance student success during the first two years of college for ECS students. Towards that goal, the project incorporates a very diverse set of approaches, such as socio-cultural and academic interventions. Multiple strategies including developing early intervention strategies in gateway STEM courses, creating a nurturing faculty-student interaction and collaborative learning environment, providing relevant, contextual-based learning experiences, integrating project-based learning with engineering design in lower-division courses, exposing lower-division students to research to sustain student interests, and helping students develop career-readiness skills. The project also seeks to develop an understanding of the personal, social, cognitive, and contextual factors contributing to student persistence in STEM learning that can be used by STEM faculty to improve their pedagogical and student-interaction approaches. This paper summarizes the major approaches the ASSURE-US project plans to implement to reduce the achievement gap and motivate ECS students to remain in the program. Preliminary findings from the first-year implementation of the project including pre- and post- data were collected and analyzed from about one hundred freshmen and sophomore ECS students regarding their academic experience in lower-division classes and their feedback for various social support events held by the ASSURE-US project during the academic year 2018-19. The preliminary results obtained during the first year of ASSURE-US project suggests that among the different ASSURE-US activities implemented in the first year, both the informal faculty-student interactions and summer research experiences helped students commit more to their major during their lower-division years. The pre-post surveys also show improvements in terms of awareness among ASSURE-US students for obtaining academic support services, understanding career options and pathways, and obtaining personal counseling services. 

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5. Developing a Culturally Adaptive Pathway to Success: Implementation Progress and Project Findings

   Kang, E. ; Dong, J. ; Jackson, M. ; Allen, E. ; Galvan, D. ( June 2020 , ASEE's Virtual Conference)

   With support from NSF Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM), the Culturally Adaptive Pathway to Success (CAPS) program aims to build an inclusive pathway to accelerate the graduation for academically talented, low-income students in Engineering and Computer Science majors at [University Name], which traditionally serves the underrepresented and educationally disadvantaged minority students in the [City Name area]. CAPS focuses on progressively developing social and career competence in our students via three integrated interventions: (1) Mentor+, a relationally informed advising strategy that encourages students to see their academic work in relation to their families and communities; (2) peer cohorts, providing social support structure for students and enhancing their sense of belonging in engineering and computer science classrooms and beyond; and (3) professional development from faculty who have been trained in difference-education theory, so that they can support students with varying levels of understanding of the antecedents of college success. To ensure success of these interventions, the CAPS program places great emphasis on developing culturally responsive advisement methods and training faculty mentors to facilitate creating a culture of culturally adaptive advising. This paper presents the CAPS progress in the past two project years. In particular, we will share several changes that we have made after the first project year to improve several key components of the program - recruitment, cohort building, and mentor training. The program strengthened the recruitment by actively involving scholars and faculties in reaching out to students and successfully recruited more scholars for the second cohort (16 scholars) than the first cohort (12 scholars). Also, the program has initiated new activities for peer-mentoring and cohort gathering within each major. As continuous development of the mentor training, the program has added a training session focusing on various aspects of intersectionality as it relates to individual’s social identities, and how mentors can use these knowledge to better interact with mentees. In addition to these changes, we will also report findings on how the program impacted on scholars’ academic growth and mentors’ understanding about the culturally adaptive advisement to answer the CAPS research questions (a) how these interventions affect the development of social belonging and engineering identity of CAPS scholars, and (b) the impact of Mentor+ on academic resilience and progress to degree. The program conducted qualitative data collection and analysis via focus group meetings and interviews as well as quantitative data collection and analysis using academic records and surveys. Our findings will help enhance the CAPS program and establish a sustainable Scholars Support Program at the university, which can be implemented with scholarships funded by other sources, and which can be transferred to similar culturally diverse institutions to increase success for students who have socio-economic challenges. 

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