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... In this work, the leadership from three separate but similar programs operating at independent urban research universities, collaborate in a Track 3 NSF S-STEM funded project with the overall goal of not only increasing student success but in studying and extending their programs to better reach student populations in need. This collaboration team refers to itself as 'The Urban STEM Collaboratory', and consists of three unique intervention programs, one from each university, that support student success and have demonstrated positive student outcomes throughout the duration of the project, [3,4,5]. Although there are three separate intervention programs, the collaboration provides a platform on which each university can extend their support structures to further meet the needs of diverse urban populations, as well as to study and understand the needs of these populations more nearly. ...
... At IUPUI, the unique feature of their program is Peer-led Team Learning (PLTL), an internationally used method for guiding students who have recently, successfully completed a course to assist students. PLTL has been applied to various STEM disciplines; IUPUI has implemented it in its math courses as part of its cohort model, and then expanded PLTL into several sophomore-level engineering courses [1]- [3]. ...
... The Summer Bridge programs described take place at three public urban research universities participating in an NSF S-STEM project called the Urban STEM Collaboratory [1]. The purpose of the Urban STEM Collaboratory is to award scholarships of up to $10,000 per year to academically talented students majoring in engineering or mathematics who have financial need. ...
... Participants in the program, Urban STEM Scholars, participate in a variety of activities, including summer bridge programs and an academic social networking site across all three campuses, called Course Networking (the CN), as well as mentoring, peer-led team teaching, community outreach, and other activities that vary by campus and individual student interest. Urban STEM scholars earn "badges" through the CN for participating in activities and must earn a minimum number of badges to maintain their scholarship (see [2] for more details on the Urban STEM Collaboratory). ...
In this paper, we seek to understand how the pandemic and remote learning have affected student perceptions of connectedness with their university, their campus, and their peers and classmates, so that we can more nearly meet their academic needs. By qualitatively analyzing interviews with engineering students about their experiences and perceptions of the pandemic and remote learning, we offer some initial observations of these students’ perceptions of the impact of the
pandemic and remote learning.
... Each of the three participating universities have developed and implemented a unique set of supports that are designed to promote STEM identity development and academic success in a population of academically talented students with unmet financial needs. To formatively and summatively evaluate the project as it continues into its second year, project participants had previously outlined the need to determine the effectiveness of the individual project components [1]. With each of the universities designing and implementing a partially unique set of supporting activities and mechanisms, it is difficult but imperative to understand and relate the unique components to student identity development and academic success. ...
... The LMP formally began in the Fall 2020 academic semester, with each of the universities participating in the STEM Project developing largely consistent recruitment practices for identifying and awarding scholarship funds to a population of undergraduate students [1]. Establishing a set of common research goals, the three universities began documenting their specifically devised activities and mechanisms that were (and continue to be) designed to aid student academic success and develop STEM identity [1]. ...
... The LMP formally began in the Fall 2020 academic semester, with each of the universities participating in the STEM Project developing largely consistent recruitment practices for identifying and awarding scholarship funds to a population of undergraduate students [1]. Establishing a set of common research goals, the three universities began documenting their specifically devised activities and mechanisms that were (and continue to be) designed to aid student academic success and develop STEM identity [1]. ...
... Grounded in this research, faculty members at a large public urban research university developed an optional program for incoming first-year engineering students called the Engineering Learning Community (ELC), which has been reported on elsewhere [9], [10]. The ELC was first implemented in Fall 2016 and has been iterated each academic year since based on student feedback, best practices, and eventually an S-STEM scholarship from NSF [11]. As each ELC iteration was a bit different, the next few sections will detail what each iteration entailed. ...
Education and psychology research has established STEM (science, technology, engineering, and mathematics) identities as an important factor in explaining student persistence in STEM fields. Few studies in social psychology of language or communication have investigated STEM identities, despite the fundamentally communicative nature of identity. Identity talk produced in semi-structured interviews with undergraduate engineering majors (N = 16) at three U.S. universities was analyzed qualitatively using the Communication Theory of Identity (CTI) as a sensitizing framework. The analysis showed that these students’ STEM identities emphasized personal attributes such as work ethic and a desire to make a positive difference in the world as well as relationships with peers in engineering. A number of potential identity gaps which might present barriers to forming a STEM identity were also evident in the data. These results underscore the importance of a communicative (interactive and relational) perspective in understanding students’ development and expression of STEM identities.
