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  7. Peer mentoring programs can provide instructional support for graduate teaching assistants (GTAs) (Rogers & Yee, 2018; Yee & Rogers, 2017) through more specialized and detailed discussions than just working with faculty (Speer et al., 2015; Yee & Rogers, 2016). Lanius et al. (2022) explored how mentees and mentors participating in a comprehensive multi-component GTA pedagogical training program, Promoting Success in Undergraduate Mathematics Through Graduate Teacher Training (Harrell-Williams et al., 2020), at three universities at the start of an academic year conceptualized the role of an effective mentor. In this poster, we explore whether this conceptualization of the mentor role changed over the course of the academic year after participation in components of the training program: a GTA Teaching Seminar, Critical Issues Seminar, and peer mentoring (including mentor training). 
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  8. This Complete Evidence-Based Paper presents research about a layered peer mentorship program for undergraduate engineering students at a public urban research university and ways that students have made meaning from their mentorship experiences. This mentorship program began in Fall 2019 and has grown to include the following layers: (a) first-year students who receive mentorship, (b) sophomore- and junior-level students who serve as mentors (all of whom received mentorship during their first year), (c) junior- and senior-level students who serve as lead mentors who design the program for that academic year (including content, group meetings, service projects, meeting schedules, etc.), (d) a graduate student who mentors and supervises the lead mentors, and (e) a faculty member who oversees the overall program, provides general guidance, and advises all the students. We will describe ways in which the participating students have made meaning of their experience in the program, highlighting three key areas: (1) the web of relationships formed, which cohere into a community; (2) students’ transitions from receiving mentorship as first-year students to mentoring others in their sophomore and junior years; and (3) the feedback and iteration process by which the program has continuously developed, which forefronts student voice and agency. The paper will provide specific examples in each of the three key areas described, with a special focus on students’ own descriptions of the meaning they have made through their participation in the mentorship program. Recommendations will also be shared for those interested in implementing similar programs on their campuses. 
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  9. This Complete Evidence-based Practice paper will describe how three different public urban research universities designed, executed, and iterated Summer Bridge programming for a subset of incoming first-year engineering students over the course of three consecutive years. There were commonalities between each institution’s Summer Bridge, as well as unique aspects catering to the specific needs and structures of each institution. Both these commonalities and unique aspects will be discussed, in addition to the processes of iteration and improvement, target student populations, and reported student outcomes. Finally, recommendations for other institutions seeking to launch or refine similar programming will be shared. Summer Bridge programming at each of the three institutions shared certain communalities. Mostly notably, each of the three institutions developed its Summer Bridge as an additional way to provide support for students receiving an NSF S-STEM scholarship. The purpose of each Summer Bridge was to build community among these students, prepare them for the academic rigor of first-year engineering curriculum, and edify their STEM identity and sense of belonging. Each Summer Bridge was a 3-5 day experience held in the week immediately prior to the start of the Fall semester. In addition to these communalities, each Summer Bridge also had its own unique features. At the first institution, Summer Bridge is focused on increasing college readiness through the transition from summer break into impending coursework. This institution’s Summer Bridge includes STEM special-interest presentations (such as biomedical or electrical engineering) and other development activities (such as communication and growth mindset workshops). Additionally, this institution’s Summer Bridge continues into the fall semester via a 1-credit hour First Year Seminar class, which builds and reinforces student networking and community beyond the summer experience. At the second institution, all students receiving the NSF S-STEM scholarship (not only those who are first-year students) participate in Summer Bridge. This means that S-STEM scholars at this institution participate in Summer Bridge multiple years in a row. Relatedly, after the first year, Summer Bridge transitioned to a student-led and student-delivered program, affording sophomore and junior students leadership opportunities, which not only serve as marketable experience after graduation, but also further builds their sense of STEM identity and belonging. At the third institution, a special focus was given to building community. This was achieved through several means. First, each day of Summer Bridge included a unique team-oriented design challenge where students got to work together and know each other within an engineering context, also reinforcing their STEM identities. Second, students at this institution’s Summer Bridge met their future instructors in an informal, conversational, lunch setting; many students reported this was one of their favorite aspects of Summer Bridge. Finally, Summer Bridge facilitated a first connect between incoming first-year students and their peer mentors (sophomore and junior students also receiving the NSF S-STEM scholarship), with whom they would meet regularly throughout the following fall and spring semesters. Each of the three institutions employed processes of iteration and improvement for their Summer Bridge programming over the course of two or three consecutive years. Through each version and iteration of Summer Bridge, positive student outcomes are demonstrated, including direct student feedback indicating built community among students and the perception that their time spent during Summer Bridge was valuable. Based on the experiences of these three institutions, as well as research on other institutions’ Summer Bridge programming, recommendations for those seeking to launch or refine similar Summer Bridge programming will also be shared. 
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  10. 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. 
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