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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Communication networks do not predict success in attempts at peer production
Although peer production has created valuable information goods like Wikipedia, the GNU/Linux operating system, and Reddit, the majority of attempts at peer production achieve very little. In work groups and teams, coordination and social integration—manifested via dense, integrative communication networks—predict success. We hypothesize that the conditions in which new peer production communities operate make communication problems common and make coordination and integration more difficult, and that variation in the structure of project communication networks will predict project success. In this article, we measure communication networks for 999 early-stage peer production wikis. We assess whether communities displaying network markers of coordination and social integration are more productive and long-lasting. Contrary to our expectations, we find a very weak relationship between communication structure and collaborative performance. We propose that technology may serve as a partial substitute for communication in coordinating work and integrating newcomers in peer production.
more » « less- NSF-PAR ID:
- 10402858
- Publisher / Repository:
- Oxford University Press
- Date Published:
- Journal Name:
- Journal of Computer-Mediated Communication
- Volume:
- 28
- Issue:
- 3
- ISSN:
- 1083-6101
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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