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The financial disadvantage of many students in the College of Engineering, Computer Science, and Technology (ECST) at California State University, Los Angeles, is often in parallel with inadequate academic preparation through K-12 education and limited family guidance. Hence, many students, including those who are academically-talented, experience significant challenges in achieving their academic goals. In 2018, the College of ECST received an award from NSF SSTEM program to establish a Culturally Adaptive Pathway to Success (CAPS) program that aims to build an inclusive pathway to accelerate the graduation for academically talented, lowincome students in Engineering and Computer Science majors. CAPS focuses on progressively developing students’ social and career competence via three integrated interventions: (1) Mentor+, relationally informed advising 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 belongings in engineering and computer science classrooms and beyond; and (3) professional development with difference-education, illuminating the hidden curricula that may disadvantage first-generation and low income students. This paper presents our progress and core program activities during the first year of the CAPS program, including the recruitment process and mentor training program. In Fall 18, group and individual mentoring sessions have taken place following the culturally responsive mentoring strategy. In addition to program activities, the paper will also share the data collected through focus groups and report the lessons learned during the first-year implementation phase. 

The impact of community‐based obesity prevention efforts on child nutrition has not been adequately studied.

Examine relationships between number, type and intensity of community programs and policies (CPPs) and child nutrition.

An observational study of 5138 children (grades K–8) in 130 U.S. communities was conducted in 2013–2015. CPPs were identified by 10–14 key informant interviews per community. CPPs were characterized based on: count, intensity, number of different strategies used and number of different behaviours targeted. Scores for the prior 6 years were calculated separately for CPPs that addressed primarily nutrition, primarily physical activity (PA) or total combined. Child intakes were calculated from a dietary screener and dietary behaviours were based on survey responses. Multi‐level statistical models assessed associations between CPP indices and nutrition measures, adjusting for child and community‐level covariates.

Implementing more types of strategies across all CPPs was related to lower intakes of total added sugar (when CPPs addressed primarily PA), sugar‐sweetened beverages (for nutrition and PA CPPs) and energy‐dense foods of minimal nutritional value (for total CPPs). Addressing more behaviours was related to higher intakes of fruit and vegetables (for nutrition and total CPPs) and fibre (total CPPs). Higher count and intensity (PA and total CPPs) were related to more consumption of lower fat compared with higher fat milk. A higher count (PA CPPs) was related to fewer energy‐dense foods and whole grains. No other relationships were significant atP < 0.05.

Multiple characteristics of CPPs to prevent obesity appear important to improve children's diets.