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This paper reports on activities and outcomes from years three and four of a 5-year NSF Scholarships in Science, Technology, Engineering and Mathematics (S-STEM) award at a two-year college. The college is a minority-serving institution located in a metro area with high rates of concentrated poverty and low levels of educational attainment. Through the program scholarships are awarded to cohorts of students majoring in engineering selected each fall semester from applications collected the previous spring. After completing transfer preparation curriculum at the two-year college, select scholars who transfer to the local four-year university may remain in the program for continued support. Students in each cohort, including those who remain in the program after transfer, are supported with annual scholarships of up to $6000, depending on financial need. In addition to scholarship money, students participate in a variety of program activities throughout the school year in the form of academic seminars, extracurricular events, professional development, faculty mentoring, peer mentoring, academic advising, and undergraduate research opportunities. Noteworthy elements of the program in years three and four include 1) the selection and award of the fourth and final cohort entering the program, 2) a transition of leadership to a new principal investigator for the program at the two-college, and 3) the increase in number of students who have continued with the program after transfer to the local four-year university. During year three of this five-year program, the first cohort of students successfully transferred and completed a full year at their new four-year university. Supplemental funding has enabled the program to expand support for additional students at both the two-year college and the four-year university after transfer. This has reduced financial burdens and addressed the unanticipated challenge that some students would need more than two years to transfer due to delays brought on by the COVID-19 pandemic. Program evaluation findings identified requests from students that would enhance the program approach and further prepare for transfer. These included establishing a transferred student panel for students preparing to transfer, seminars on maintaining a positive work/life balance and differences in university systems, further support for peer mentorship for both mentors and mentees, and additional opportunities for collaboration across engineering disciplines. Research findings from interviews conducted with transferred students identified several opportunities to further enhance the transfer preparation approach and support structures needed for success at their new institution. These include intentional preparation for establishing membership in a new community, identification of systems and processes for support at their new institution, including how these may differ from their previous institution, and opportunity to serve as a mentor and engage with students preparing to transfer. In addition, in year 4 program leadership transitioned due to a new role at new university and more students support requests of leadership at both the two-year college and the four-year transfer university than originally anticipated. This has resulted in reflection on the program administration and the people and structures that sustain it. This poster will include summaries of scholar activities, transition in and impact on program leadership, program evaluation results, and research findings from the first cohort of students that have transferred and completed a full year at their new institution. 

This study examines the utilization of cognitive interviews longitudinally over a one-year period to collectively trace raters’ response processes as they interpreted and scored with observational rubrics designed to measure teaching practices that promote equity and access in elementary and middle school mathematics classrooms. We draw on four rounds of cognitive interviews (totaling 14 interviews) that involved four raters at purposeful time points spread over the year. Findings reported in this study focus on raters’ responses about one rubric, positioning students as competent. The findings point to the complexities of utilizing observational rubrics and the need to track response processes longitudinally at multiple time points during data collection in order to attend to rater calibration and the reliability and validity of resulting rubric scores. 

This descriptive study attended to the extent to which we see evidence of the presence of four practices that promote equity and access in 141 grades 3-8 mathematics lessons in the United States. We found that lessons generally showed evidence of some incorporation of the practices but often not at the highest level. Teachers in this sample engaged in social coaching at a relatively high level, across elementary and middle school classrooms. Teachers tended to do less with respect to supporting connection and engagement between student context and the math learning environment. We also found statistically significant differences between elementary and middle school lessons in positioning students as competent and supporting a nurturing environment by proactively building relationships and productive classroom culture. We offer possible interpretations and a few brief implications of these findings. 

https://peer.asee.org/37700 

https://peer.asee.org/37296 

Here we present resolved HI and deep optical imaging of 11 HI-bearing ultra-diffuse galaxies (HUDs) from the Karl G. Jansky Very Large Array and the WIYN 3.5m at Kitt Peak National Observatory. We find that the HUDs show blue, mostly irregular stellar populations, and ordered gas distributions with evidence of rotation. Comparing the HI and stellar populations, we find that the HI extends significantly beyond the stellar component, and that the HI disk is often misaligned with respect to the stellar one. We explore the HI mass-diameter scaling relation, and find that though the HUDs have diffuse stellar populations, they fall along this relation, with typical global HI surface densities. We also use 3D kinematic modeling to explore the Baryonic Tully Fisher Relation, and find that the HUDs fall off the relation, rotating too slowly for their baryonic mass, and are compatible with having no "missing baryons." 

The ALFALFA blind extragalactic survey has populated the faint end of the neutral hydrogen (HI) mass function with statistical confidence for the first time. Of particular interest is a subset of the ALFALFA detections, termed "ultra-compact high-velocity clouds" (UCHVCs). These systems, if located within ~1 Mpc, would populate the lowest-mass end of the HI mass function. Subsequent optical imaging has revealed that some of these UCHVCs harbor associated (though sparse) stellar populations, revealing that they may be some of the most extreme galaxies known in the Local Volume, with optical properties akin to ultra-faint dwarf galaxies but with significant neutral gas reservoirs. In this campaign, we investigate the neutral hydrogen properties of six UCHVC candidate galaxies using deep VLA HI spectral line imaging. A companion poster (Bralts-Kelly et al.) presents 3D kinematic modeling of selected sources. Here, we show the imaging products and discuss the morphological and kinematic properties of the six chosen sources: AGC 198606, AGC 215417, AGC219656, AGC 249525, AGC 258237, and AGC 268069. 

We present new Spitzer 3.6 µm images of the 82 galaxies in the "Survey of HI in Extremely Low-mass Dwarfs" (SHIELD). Selected from the ALFALFA blind HI survey, SHIELD is a volumetrically complete sample of galaxies with HI mass reservoirs smaller than 2x107 M☉. These galaxies populate extreme portions of parameter space and they offer unique opportunities to explore the physical properties of very low-mass halos in the local Universe. The new Spitzer images allow us to measure the stellar masses of the SHIELD galaxies. We discuss methods used to remove image artifacts and to excise foreground and background contaminants. We then measure the total 3.6 µm fluxes of the systems and apply a mass to light ratio in order to derive their stellar masses. We discuss the application of this technique to the Leoncino dwarf (AGC198691, one of the most extremely metal-poor galaxies known), resulting in a stellar mass of 7.3x107 M☉. This work has been supported by NSF AST-1637339 and by Macalester College. 

The ALFALFA blind extragalactic survey has populated the faint end of the neutral hydrogen (HI) mass function with statistical confidence for the first time. Of particular interest is a subset of the ALFALFA detections, termed "ultra-compact high-velocity clouds" (UCHVCs). These systems, if located within ~1 Mpc, would populate the lowest-mass end of the HI mass function. Subsequent optical imaging has revealed that some of these UCHVCs harbor associated (though sparse) stellar populations, revealing that they may be some of the most extreme galaxies known in the Local Volume, with optical properties akin to ultra-faint dwarf galaxies but with significant neutral gas reservoirs. In this campaign, we investigate the neutral hydrogen properties of six UCHVC candidate galaxies using deep VLA HI spectral line imaging. A companion poster (Paine et al.) presents details on the data reduction, imaging, and resulting products. Here, we examine the morphological and kinematic properties of selected sources. We apply the modeling software 3D-Barolo to our deep HI images in order to derive the rotation curve and constrain the inclination angle for each source. Successful modeling allows us to determine the dynamical masses of these objects and thus to consider them in the context of various fundamental scaling relations defined by more massive galaxies.