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  1. null (Ed.)
    HSI ATE Hub is a three-year collaborative research project funded by the National Science Foundation (NSF) that joins two successful programs. Mentor-Connect mentors 2-year college faculty to develop competitive proposals for the NSF Advanced Technological Education (ATE) Program, and KickStarter facilitates strategic STEM assessment and planning to drive competitive STEM proposal development at 2-year Hispanic Serving Institutions (HSIs). The goal of HSI ATE Hub is to build capacity and leadership at 2-year HSIs for developing competitive ATE proposals to elevate 2-year HSIs as drivers of their community’s economic success via technician education. Data sets from three annual HSI ATE Hub Cohorts, four prior KickStarter Cohorts, and nine Mentor-Connect Cohorts have been aggregated to assess the following research questions about 2-year HSIs: Are there unique opportunities/barriers/challenges related to STEM program development and grant-writing endeavors for advanced technological education? How do we build capacity to pursue the opportunities and address the barriers/challenges? How do mentoring efforts/styles related to STEM program development and grant-writing need to differ for HSI faculty? What types of resources are relevant to the HSI ATE Community? This third paper in a series will report new data and incremental results from Year 3 of the HSI ATE Hub and a summary of results from the prior two years [1] [2]. These results include interactions with the HSI ATE community through intentional, expanded engagement to enhance learning from Latinx Advisory Council members and training webinars to develop educators’ acumen of culturally responsive instruction and high impact practices. Feedback from interviews and surveys with faculty at 2-year HSIs in HSI ATE Hub Cohorts 1-3 will be discussed to address research questions 1, 2, and 3. Evolved staging of resources relevant to the HSI ATE Community and related research directions for extending the project will address research question 4. 
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  2. This paper is the second in a series of annual papers about the role 2-year Hispanic Serving Institutions (HSIs) have in educating technicians from underrepresented groups and how the National Science Foundation (NSF) sponsored HSI Advanced Technological Education (ATE) Hub program supports faculty at HSIs in improving Hispanic/Latinx student success. The goal of the HSI ATE Hub project is to build capacity and leadership at 2-year HSIs for developing competitive ATE proposals to NSF to prepare technicians in advanced technologies that drive the American economy. Funded by the NSF ATE Program, the HSI ATE Hub is a three-year collaborative project implemented by Florence Darlington Technical College in South Carolina and the Science Foundation Arizona Center for STEM at Arizona State University. Last year’s paper described the research need, provided a project overview, included baseline and initial data, and discussed early lessons learned and their implications for future research. This paper describes continued fostering of the HSI ATE community (2-year HSIs with grant prospects and awards from the NSF ATE Program), resource dissemination, usage, perceived value to the community, and additional data gathered during the first and second cohorts of HSI ATE Hub, including adjustments based on learnings from year 1. Emphasis will be placed on HSI ATE Community building and resources. Lessons learned and implications for future research are also described in the paper. 
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  3. To remain competitive in the global economy, the United States needs skilled technical workers in occupations requiring a high level of domain-specific technical knowledge to meet the country’s anticipated shortage of 5 million technically-credentialed workers. The changing demographics of the country are of increasing importance to addressing this workforce challenge. According to federal data, half the students earning a certificate in 2016-17 received credentials from community colleges where the percent enrollment of Latinx (a gender-neutral term referencing Latin American cultural or racial identity) students (56%) exceeds that of other post-secondary sectors. If this enrollment rate persists, then by 2050 over 25% of all students enrolled in higher education will be Latinx. Hispanic Serving Institutions (HSIs) are essential points of access as they enroll 64% of all Latinx college students, and nearly 50% of all HSIs are 2-year institutions. Census estimates predict Latinxs are the fastest-growing segment reaching 30% of the U.S. population while becoming the youngest group comprising 33.5% of those under 18 years by 2060. The demand for skilled workers in STEM fields will be met when workers reflect the diversity of the population, therefore more students—of all ages and backgrounds—must be brought into community colleges and supported through graduation: a central focus of community colleges everywhere. While Latinx students of color are as likely as white students to major in STEM, their completion numbers drop dramatically: Latinx students often have distinct needs that evolved from a history of discrimination in the educational system. HSI ATE Hub is a three-year collaborative research project funded by the National Science Foundation Advanced Technological Education Program (NSF ATE) being implemented by Florence Darlington Technical College and Science Foundation Arizona Center for STEM at Arizona State University to address the imperative that 2-year Hispanic Serving Institutions (HSIs) develop and improve engineering technology and related technician education programs in a way that is culturally inclusive. Interventions focus on strengthening grant-writing skills among CC HSIs to fund advancements in technician education and connecting 2-year HSIs with resources for faculty development and program improvement. A mixed methods approach will explore the following research questions: 1) What are the unique barriers and challenges for 2-year HSIs related to STEM program development and grant-writing endeavors? 2) How do we build capacity at 2-year HSIs to address these barriers and challenges? 3) How do mentoring efforts/styles need to differ? 4) How do existing ATE resources need to be augmented to better serve 2-year HSIs? 5) How do proposal submission and success rates compare for 2-year HSIs that have gone through the KS STEM planning process but not M-C, through the M-C cohort mentoring process but not KS, and through both interventions? The project will identify HSI-relevant resources, augment existing ATE resources, and create new ones to support 2-year HSI faculty as potential ATE grantees. To address the distinct needs of Latinx students in STEM, resources representing best practices and frameworks for cultural inclusivity, as well as faculty development will be included. Throughout, the community-based tradition of the ATE Program is being fostered with particular emphasis on forming, nurturing, and serving participating 2-year HSIs. This paper will discuss the need, baseline data, and early results for the three-year program, setting the stage for a series of annual papers that report new findings. 
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