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Abstract Subduction zones are home to multiple geohazards driven by the evolution of the regional tectonics, including earthquakes, volcanic eruptions and landslides. Past evolution builds the present‐day structure of the margin, while the present‐day configuration of the system determines the state‐of‐stress in which individual hazardous events manifest. Regional simulations of subduction zones provide a tool to synthesize the tectonic history of a region and investigate how geologic features lead to variations in the state of stress across the subduction system. However, it is challenging to design regional models that provide a force‐balance that is consistent with the large‐scale motion of surrounding tectonic plates while also not over‐constraining the solution. Here, we present new models for the Cascadia subduction zone that meet these criteria and demonstrate how the motion of the subducting Juan de Fuca plate can be used to determine the along‐strike variations in the viscous (long‐term) coupling across the plate boundary. All successful models require lower viscous coupling in the northern section of the trench compared to the central and southern sections. However, due to uncertainties in the geometry of the Cascadia slab, we find that there is a trade‐off between along‐strike variation in viscous coupling and slab shape. Better constraints on the slab shape, and/or use of other observations are needed to resolve this trade‐off. The approach presented here provides a framework for further exploring how geologic features in the overriding plate and the properties of the plate boundary region affect the state‐of‐stress across this and other subduction zones. 

The Urban STEM Collaboratory is a five-year project sponsored by the National Science Foundation (NSF) that addresses challenges to student success in STEM disciplines through a multi-institutional collaboration via the University of Memphis (UofM), University of Colorado Denver (CU Denver), and Indiana University--Purdue University Indianapolis (IUPUI). Study groups, tutoring, peer and faculty mentoring, and career exploration programs are being used across the three campuses to increase the participants’ commitment to a STEM field. Innovative features from Course Networking (CN) software are being deployed to provide scholars with evidence of their learning journey while expanding a meaningful academic cloud-based social network. This paper extends a previous introductory ASEE conference paper titled: “Launching the Urban STEM Collaboratory,” (Goodman et al., 2020), which outlined the initial efforts of the tri-campus collaboration. The purpose of the present paper is to summarize the impact of the project, including data analysis of effectiveness, for Year 1: 2019-2020 and Year 2: 2020-2021. Although still in progress, with the longitudinal efficacy of several of the project’s components undetermined, the project’s organizational structure, activities, and findings to date should be of value to others conducting or proposing projects with similar goals. 

Launched three years ago, the Urban STEM Collaboratory is a an NSF-funded S-STEM program at three public urban research universities. With the first student scholarships awarded in Fall 2019, each campus has observed positive student outcomes even despite the disruption of the COVID-19 pandemic. The goals of the program include: to award scholarships to academically talented and financially needy undergraduate mathematical science and engineering majors; to implement student activities and supports designed to increase student success, attitudes, workforce readiness, and STEM self-efficacy; and to ensure substantial student participation in project activities through a special Badge system incentivizing participation. While the three campuses shared some aspects of the program, each campus also had unique aspects. Among the more notable campus-specific aspects of the Urban STEM Collaboratory are the use of peer-led team learning (PLTL) at one campus, a STEM ambassador program at another campus, and a robust layered peer mentorship program at the other campus. Additionally, each campus funds students for different periods of time (2 years, 3 years, or 4 years), resulting in varying student cohort sizes among campuses. Despite these unique aspects, each campus has experienced program success as measured through quantitative and qualitative student outcomes. Further, program participants (both students and faculty) from across all three campuses engage with each other regularly using virtual online platforms, creating a unique cross-campus community. This poster will report on the current state of the Urban STEM Collaboratory, including findings from all three campuses from the first three years of the S-STEM grant.