Community-building Activities Research Articles

Navigating the inception stage in online peer production communities: a comparative study on community building activities, user roles and interaction dynamics

PurposeThis exploratory, descriptive study examines the factors that might influence the success or failure of online peer production communities during their inception stage. It focuses on community-building activities, the roles of users and the dynamics of user interaction, aiming to shed light on practices that could contribute to a community's success at the inception stage.Design/methodology/approachBy comparing two Stack Exchange Q&A communities with the same timelines but opposite outcomes during their beta testing phases, the research utilizes quantitative methods to categorize community activities, define user roles via k-means cluster analysis and examine interaction networks using social network analysis.FindingsOur findings suggest the successful Mathematics Q&A community exhibited several distinct practices during its inception, such as the utilization of both external and internal tools, the development of community-specific tutorials and the strategic use of flagging functions for moderation. Eight user roles were discerned, with roles like content editors, metadata curators and gatekeepers being particularly prominent in the successful community. Additionally, a more densely interconnected user network characterized by active participation was observed in the successful community.Originality/valueConcentrating on the inception stage of online communities, this study uncovers insights into the dynamics at play in the early life of peer production environments and provides empirical observations that may assist in shaping strategies for new online communities. It stands out by comparing communities within the same period to understand factors that may influence their early success.

ProteoCure: A European network to fine-tune the proteome

Proteins are essential molecular actors in every cellular process. From their synthesis to their degradation, they are subject to continuous quality control mechanisms to ensure that they fulfil cellular needs in proper and timely fashion.Proteostasis is a key process allowing cells or organisms to maintain an appropriate but dynamic equilibrium of their proteome (the ensemble of all their proteins). It relies on multiple mechanisms that together control the level, fate and function of individual proteins, and ensure elimination of abnormal ones. The proteostasis network is essential for development and adaptation to environmental changes or challenges. Its dysfunctions can lead to accumulation of deleterious proteins or, conversely, to excessive degradation of beneficial ones, and are implicated in many diseases such as cancers, neurodegeneration, or developmental and aging disorders. Manipulating this network to control abundance of selected target proteins is therefore a strategy with enormous therapeutic or biotechnological potential.The ProteoCure COST Action gathers more than 350 researchers and their teams (31 countries represented) from the academic, clinical, and industrial sectors, who share the conviction that our understanding of proteostasis is mature enough to develop novel and highly specific therapies based on selective tuning of protein levels. Towards this objective, the Action organizes community-building activities to foster synergies among its participants and reinforce training of the next generation of European researchers. Its ambition is to function as a knowledge-based network and a creative exchange hub on normal and pathologic proteostasis, focusing on developing innovative tools modulating the level of specific protein(s).

MEDIATING ROLE OF SENSE OF BELONGING IN THE RELATIONSHIP BETWEEN SOCIAL FACTORS AND NEIGHBOURHOOD ATTACHMENT: A CASE STUDY OF PENANG, MALAYSIA

Many studies have examined the impact of social factors on neighbourhood attachment. However, more studies need to be on the mediating effect of the sense of belonging in a built environment. This study aims to investigate its mediating role in the relationship between social factors and neighbourhood attachment in two neighbourhoods in Penang Island, Malaysia. A sample of 362 residents was requested to answer a questionnaire survey with a Likert scale to measure the residents' assessment of social factors, neighbourhood attachment level and sense of belonging. Neighbourhood attachment is a second-order factor structure assessed by a first-order factor structure that includes place dependence and social bonding. The social factor is also a second-order construct with two dimensions: social trust and social support. The findings were then analysed by structural equation modelling. These results support the theoretical findings in the literature that social factors significantly affect the sense of belonging and neighbourhood attachment. The results also support the mediating role of a sense of belonging in the relationship between social factors and neighbourhood attachment. Fostering social trust and support within neighbourhoods is crucial for promoting neighbourhood attachment. This can be achieved through community-building activities and community-shared places. By fostering social trust and support, neighbourhoods can become vibrant, thriving communities where individuals feel a sense of belonging and connection.

NFDI4Microbiota – national research data infrastructure for microbiota research

Microbes – bacteria, archaea, unicellular eukaryotes, and viruses – play an important role in human and environmental health. Growing awareness of this fact has led to a huge increase in microbiological research and applications in a variety of fields. Driven by technological advances that allow high-throughput molecular characterization of microbial species and communities, microbiological research now offers unparalleled opportunities to address current and emerging needs. As well as helping to address global health threats such as antimicrobial resistance and viral pandemics, it also has a key role to play in areas such as agriculture, waste management, water treatment, ecosystems remediation, and the diagnosis, treatment and prevention of various diseases. Reflecting this broad potential, billions of euros have been invested in microbiota research programs worldwide. Though run independently, many of these projects are closely related. However, Germany currently has no infrastructure to connect such projects or even compare their results. Thus, the potential synergy of data and expertise is being squandered. The goal of the NFDI4Microbiota consortium is to serve and connect this broad and heterogeneous research community by elevating the availability and quality of research results through dedicated training, and by facilitating the generation, management, interpretation, sharing, and reuse of microbial data. In doing so, we will also foster interdisciplinary interactions between researchers. NFDI4Microbiota will achieve this by creating a German microbial research network through training and community-building activities, and by creating a cloud-based system that will make the storage, integration and analysis of microbial data, especially omics data, consistent, reproducible, and accessible across all areas of life sciences. In addition to increasing the quality of microbial research in Germany, our training program will support widespread and proper usage of these services. Through this dual emphasis on education and services, NFDI4Microbiota will ensure that microbial research in Germany is synergistic and efficient, and thus excellent. By creating a central resource for German microbial research, NDFDI4Microbiota will establish a connecting hub for all NFDI consortia that work with microbiological data, including GHGA, NFDI4Biodiversity, NFDI4Agri and several others. NFDI4Microbiota will provide non-microbial specialists from these consortia with direct and easy access to the necessary expertise and infrastructure in microbial research in order to facilitate their daily work and enhance their research. The links forged through NFDI4Microbiota will not only increase the synergy between NFDI consortia, but also elevate the overall quality and relevance of microbial research in Germany.

Alternative curricular experiences for young prisoners

Despite the rhetoric of the Strategic Framework for European Cooperation in Education and Training (ET2020) to prison education – in particular, the learning needs of people excluded from policy and the recent research that emphasizes the crucial role of education for young prisoners’ personal development, and for their rehabilitation reducing the chances of recidivism (e.g., Jonck et al., 2015) in the Greek context, it seems that educational policies do not meet young prisoners’ educational needs (Petsas, 2017). We report on a project that directly addressed the inappropriate curricula and texts, and teachers’ lack of preparation for this population’s needs. The project ACTinPRISON (https://actinprison.sed.uth.gr)[1] pursued empowerment of young prisoners by creating common spaces between “insiders” --young prisoners-- and “outsiders” –the academic team and students/prospective teachers. Our “common spaces” framework mitigated the dominant, disciplinary, prison discourse with the perspective and techniques of Critical Communicative Methodology (CCM) for developing mathematics and language literacy. This challenged symbolic boundaries separating the two groups by using co-creation of mathematics to foster equal participation and interaction. The initial needs analysis phase of the project introduced young prisoners to the idea and practice of research as a matter of participatory practice, and incorporated important mathematics concepts and skills within jointly constructed community-building activities. Likewise, moments of open-ended discussion were effective as emergent language and mathematical literacy events The second project phase applied that experience to the preparation of university students for entering the prison, followed by the university students and young prisoners working together in the common spaces inside prison. Again, mathematical activities evolved as extensions of the information regarding their funds of knowledge. Work sometimes integrated this knowledge into theatrical play, at other times the group exploited mathematics contexts as here-and-now moments of group development. These experiences afforded the expression of situated mathematical concepts through informal mathematical language as the young prisoners were exposed to the idea of a mathematics register. We report on our persistent pursuit of a transition to scientific language use in this educational context despite the complexity of this challenge. (Resource limitations combined with super-diverse sociolinguistic repertoires and literacy backgrounds of the participants were treated as opportunities rather than obstacles). The ACTinPRISON project extends previous action creating common spaces with young prisoners and prospective teachers (http://cospirom.sed.uth.gr) that identified the need for new participatory practices to challenge typical research protocols. This new work responds through joint mathematically-rich activity to post-colonial critiques of research with marginalized populations. Such critiques often describe research as a “dirty word” (Thambinathan & Kinsella, 2021), because it perpetuates forms of hierarchy and injustice. We counteracted this concern by inviting young prisoners to be co-researchers of their experiences. The examples we present here result from bottom-up extra-curricular experiences involving mathematical ideas. We discuss how such an atypical “school framework” challenges together numerous expectations of both traditional mathematics education and commonsense discourse of prison life. Based on this project experience, we propose in our conclusion the potential for co-constructed needs analysis research to set the stage for informed curriculum development when working with disenfranchised learners who research their own needs. We also discuss the challenges of making this kind of work sustainable and institutionalized.

Coordinating science during an eruption: lessons from the 2020-2021 Kīlauea volcanic eruption.

Data collected during well-observed eruptions can lead to dramatic increases in our understanding of volcanic processes. However, the necessary prioritization of public safety and hazard mitigation during a crisis means that scientific opportunities may be sacrificed. Thus, maximizing the scientific gains from eruptions requires improved planning and coordinating science activities among governmental organizations and academia before and during volcanic eruptions. One tool to facilitate this coordination is a Scientific Advisory Committee (SAC). In the USA, the Community Network for Volcanic Eruption Response (CONVERSE) has been developing and testing this concept during workshops and scenario-based activities. The December 2020 eruption of Kīlauea volcano, Hawaii, provided an opportunity to test and refine this model in real-time and in a real-world setting. We present here the working model of a SAC developed during this eruption. Successes of the Kīlauea SAC (K-SAC) included broadening the pool of scientists involved in eruption response and developing and codifying procedures that may form the basis of operation for future SACs. Challenges encountered by the K-SAC included a process of review and facilitation of research proposals that was too slow to include outside participation in the early parts of the eruption and a decision process that fell on a small number of individuals at the responding volcano observatory. Possible ways to address these challenges include (1) supporting community-building activities between eruptions that make connections among scientists within and outside formal observatories, (2) identifying key science questions and pre-planning science activities, which would facilitate more rapid implementation across a broader scientific group, and (3) continued dialog among observatory scientists, emergency responders, and non-observatory scientists about the role of SACs. The SAC model holds promise to become an integral part of future efforts, leading in the short and longer term to more effective hazard response and greater scientific discovery and understanding.

Bonding and Bridging: Perceptions of Social Capital in Community Music

This case study explores four participants’ experiences with community music (CM) workshops in Austria intended for the university, community, and growing immigrant and refugee populations. The Austrian government encourages cultural integration, potentially furthered through musical activities. Social capital theory, specifically of bonding and bridging, as well as democratic rights of inclusion, enhancement, and participation frame this inquiry. The purpose of this study was to investigate participants’ perceptions of bonding or bridging capital in CM workshops. Research questions included, (a) What are participants’ experiences of bonding or bridging? (b) What are their perceptions and experiences of inclusion, enhancement, or participation? and (c) What role might music play in fostering relationships among diverse participants? Data were collected primarily through interviews and observations and analyzed by coding transcripts for themes that were then compared across participants and with relevant literature. Data suggest community-building activities and purposeful collaborations might create capital, yet bridging capital depends on a confluence of circumstances, including empathetic leadership and activity structures that take virtual needs into account. Implications include the capacity for those with social capital to become bridging people.

Trends in the Provision of Community-Building Activities by Nonprofit Hospitals, 2010-2019.

As part of their annual tax report, nonprofit hospitals are asked to report their community-building activities (CBAs); yet, little is known to date about hospitals' spending on such activities. CBAs are activities that improve community health by addressing the upstream factors and social determinants that impact health. Using data from Internal Revenue Service Form 990 Schedule H, this study used descriptive statistics to examine trends in the provision of CBAs by nonprofit hospitals between 2010 and 2019. While the number of hospitals reporting any CBA spending remained relatively stable at around 60%, the share of total operating expenditures that hospitals contributed to CBAs decreased from 0.04% in 2010 to 0.02% in 2019. Despite the increasing attention paid by policy makers and the public to the contributions that hospitals make to the health of their communities, nonprofit hospitals have not made corresponding efforts to increase their spending on CBAs.

Short- and Long-Term Outcomes of Community-Based Art Education among Students in Higher Education

Advocating for the academic value of community-based art education requires empirical evidence that students are not just participating in community-building activities, but also effectively learning content. Unfortunately, little is known about the short- and long-term cognitive outcomes on student participants, particularly in higher education. Based in a phenomenological methodology with a reflective lifeworld research design, this longitudinal study seeks to understand the interwoven cognitive and social outcomes of participating in community-engaged art projects among college students. Informed by a theoretical framework in which CBAE situates learning in authentic social contexts, findings suggest that it may be decisively poised to yield short- and long-term educational benefits in which student learning deepens through the development of social connectedness. These findings expand the possibilities for collaboration as a pedagogical model for inclusive postsecondary education.

Teaching Scientific Literature Analysis: A Systematic Adoption of Skill-Building Methods to Enrich Research Training for Undergraduate Students.

Teaching scientific literature analysis skills is a critical step in research training. Here I describe a 6-week skill-building module on understanding scientific literature, incorporated into a 10-week undergraduate honors research practice course in Neuroscience. Key pedagogical components include: 1) student-centered active-learning, skill-building and community-building activities; 2) persistent adoption of a proven CREATE method and a novel curate scientific summary (CSS) method for teaching scientific literature analysis skills; 3) collaborative class organization consisting of persistent learning pods (PLPs) to facilitate student-driven participation and peer learning; and, 4) role play of a real research lab. Skill development was assessed using a self-assessment survey (SAS) and longitudinal evaluation of the CREATE and CSS methods application by the PLPs to analyze primary research articles (PRAs) over four weeks. Outcomes demonstrate alleviation of pre-existing student anxiety to read complex scientific literature and advancement of critical-thinking and collaborative skills. Specifically, the SAS responses indicate that student perception about reading scientific literature transformed from being a daunting task to an enjoyable activity; this enhanced their confidence in evaluating scientific literature. PLPs fostered student engagement, peer instruction, and community building, and contributed to skill development. Weekly assessment of CREATE and CSS application highlighted marked improvements in students' abilities to analyze and critique complicated scientific material. Role playing a research lab setting with a focused research theme facilitated integrative understanding of a frontier topic in Neuroscience. The outlined innovative approach can be adopted in Course-based Undergraduate Research Experience (CURE) and should help contribute to systematizing didactic practices to train neuroscientists.

Development of an Evidence-Informed Solution to Emotional Distress in Public Safety Personnel and Healthcare Workers: The Social Support, Tracking Distress, Education, and Discussion CommunitY (STEADY) Program.

Public safety personnel (PSP) and healthcare workers (HCWs) are frequently exposed to traumatic events and experience an increased rate of adverse mental health outcomes compared to the public. Some organizations have implemented wellness programming to mitigate this issue. To our knowledge, no programs were developed collaboratively by researchers and knowledge users considering knowledge translation and implementation science frameworks to include all evidence-informed elements of posttraumatic stress prevention. The Social Support, Tracking Distress, Education, and Discussion Community (STEADY) Program was developed to fill this gap. It includes (1) peer partnering; (2) distress tracking; (3) psychoeducation; (4) peer support groups and voluntary psychological debriefing following critical incidents; (5) community-building activities. This paper reports on the narrative literature review that framed the development of the STEADY framework and introduces its key elements. If successful, STEADY has the potential to improve the mental well-being of PSP and HCWs across Canada and internationally.

Decolonising learning development through reflective and relational practice

The Decolonising the Curriculum (DtC) movement questions the very values we take for granted as learning developers. If our role is to develop academic literacies and support students to succeed in the curriculum as it is, can we as learning developers be decolonisers? This opinion piece argues that we can and should. It outlines where we can integrate the DtC agenda into our work through reflective and relational practice. The piece stresses the importance of reflection about our role as practitioners within a colonial Higher Education system and of relating to our students as individuals by learning their names and breaking barriers to participation with rapport and community building activities.

Successful collaboration in online learning through skills and community building: a women in leadership MBA subject case study

Harasim’s Collaborativism and Garrison’s Community of Inquiry are underpinned by the notion that successful online peer-peer collaboration leads to deep learning and that online learners require scaffolded facilitator support to successfully collaborate. This support includes two actions: firstly, transitioning students from the roles of face-to-face learners to online learners so they know what to do and how to do it in a new learning environment and secondly, building a strong online community that sets the positive cognitive and behavioural building blocks that underpin successful collaboration. Collaborativism sees learners progressing through distinct discourse-focussed collaboration stages in order to achieve new, deep knowledge acquisition and Community of Inquiry proposes the convergence of Social Presence, Teaching Presence, and Cognitive Presence to achieve the same. Linking theory to practice, Salmon’s 5-Stage Model for Online Learning complements these frameworks by providing facilitators with a practical online learning model, with embedded learning activities, providing the tools to create a strong online learner community. These three theorists bring Social Constructivism to the online learning space. MBA661 Gendered Workplace Environments v1, is a higher education subject, placed at an Australian Qualifications Framework level 9 (AQF-9), and at a Master of Business Administration level 600 (MBA-600). It sits within a Women in Leadership specialisation stream. It is used here in an illustrative case study on how to successfully apply these theories and aligned model to achieve online Social Constructivism. The educational philosophy used in its syllabus design and facilitation was to put community building activities before content teaching so that technology and collaboration skills were developed in a supportive, scaffolded manner, better equipping students to then engage in effective, collaborative content learning. This case study provides presumptive evidence that placing community building activities before content teaching within weekly lesson plans results in strong student collaboration skills development that may contribute to higher student satisfaction levels with collaborative learning.

Integrated Math And Science Scholars (iMASS)‐ Community and collaboration creating opportunities for STEM students

The Integrated Math and Science Scholars (iMASS) program was developed to support student retention and success in STEM disciplines over the last 6 years. Lee University faculty from 4 different disciplines and a variety of university personnel worked to support 79 students throughout the life of the grant with an emphasis on at risk students including first generation, females, and minority students. It was hypothesized that creating an integrated curriculum for these students and a sense of community through a seminar course we would be able to support and retain more of these students within STEM disciplines. Through innovative curriculum, a weekly seminar course, intentional mentoring, co‐curricular trips, community building activities, and national conference attendance and participation students were given tools and resources to develop professionally. Of the 79 participating students, 35 received scholarships and 44 alternates and associates participated without funding. 61 of the students were retained in STEM at Lee. 32 (91.4%) of the students receiving scholarships were retained in STEM at Lee. The program success also is reflected in some of the larger impacts on the culture of these departments.

Postdocs as Key to Faculty Diversity: A Structured and Collaborative Approach for Research Universities.

Over the past 50 years the diversity of higher education faculty in the mathematical, physical, computer, and engineering sciences (MPCES) has advanced very little at 4-year universities in the United States. This is despite laws and policies such as affirmative action, interventions by universities, and enormous financial investment by federal agencies to diversify science, technology, mathematics, and engineering (STEM) career pathways into academia. Data comparing the fraction of underrepresented minority (URM) postdoctoral scholars to the fraction of faculty at these institutions offer a straightforward empirical explanation for this state of affairs. URM postdoc appointments lag significantly behind progress in terms of both undergraduate and Ph.D.-level STEM student populations. Indeed, URM postdoc appointments lag well-behind faculty diversity itself in the MPCES fields, most of which draw their faculty heavily from the postdoctoral ranks, particularly at research-intensive (R1) universities. Thus, a sea-change in how postdocs are recruited, how their careers are developed, and how they are identified as potential faculty is required in order to diversify the nation’s faculty, and particularly the R1 MPCES professoriate. Our research shows that both Ph.D. students and postdocs benefit from intentional structure at various levels of their respective “apprentice” experiences, a factor that we believe has been neglected. Several key structural approaches are highly effective in these regards: (1) A collaborative approach in which leading research universities collectively identify outstanding URM candidates; (2) Faculty engagement in recruiting and supporting these postdocs; (3) Inter-institutional exchange programs to heighten the visibility and broaden the professional experiences of these postdocs; (4) Community-building activities that create a sense of belonging and encourage continuing in academia for each cohort; and (5) Continuing research based on outcomes and new experimental approaches. The California Alliance, consisting of UC Berkeley, UCLA, Caltech, and Stanford, has been engaged in such a program for almost a decade now, with most of the California Alliance URM postdocs now in tenure track positions or on the path toward careers as faculty at research intensive (R1) institutions. If this approach was brought to scale by involving the top 25 or so URM Ph.D.-producing R1 institutions in the MPCES fields, about 40% of the national URM postdoctoral population in these fields could be affected. Although this impact would fall short of bringing URM MPCES faculty ranks up to full representation of the United States population as a whole, it would vastly improve the outlook for URM students and their aspirations to take on leadership roles as scientists and engineers.

Synthetic biology landscape and community in Germany

Despite its start in the early 2000s, synthetic biology is still overall perceived as a young discipline. In some countries, such as the US, synthetic biology is academically and industrially established, while in others, including Germany, it is still an upcoming field of research. Issues with funding schemes, commercial translation of technologies, public perception, and regulations need to be addressed to establish synthetic biology as a key discipline of the 21st century. This perspective article reviews the German and European synthetic biology landscape and how the German Association for Synthetic Biology (GASB) is addressing the above-mentioned challenges with its events and community-building activities.

Promoting Inclusive and Culturally Responsive Teaching Using Co-classes for General Chemistry

The shift to remote teaching induced by the COVID-19 pandemic has increased pre-existing academic disparities in the student community, augmenting the disadvantages for students who already experience opportunity gaps. This work describes the implementation of an online chemistry co-class focused on providing educational and social support to first-generation, low-income underrepresented students enrolled in a General Chemistry course at the University of California Davis. The co-class offered concurrently with the General Chemistry course aimed to address the academic disparities induced by remote learning and the loss of classroom community during isolation. Students in the co-class were prepared academically in a smaller setup than their General Chemistry course (10–20 vs 500–600 students), which facilitated their engagement and participation in academic and community-building activities. Results from Fall 2020–Spring 2021 quarters show that students who participated in the CHE 98 co-class obtained higher grades in general, where 61% of the students received a C+ or higher in the General Chemistry course, compared to only 47% for the comparison group. Students also identified having a network of support as one of the class’s strengths and had an interest in taking a similar course again. Our results highlight that providing an educational environment that is inclusive, culturally responsive, and supportive could promote equity among the student community and have a positive influence on underrepresented student retention in STEM. Therefore, the strategies discussed herein could be applied to develop analogous courses in remote and in-person teaching environments.

“Everyone is new to this”: Student reflections on different aspects of online learning

In 2020, many instructors and students at colleges and universities were thrust into an unprecedented situation as a result of the COVID-19 pandemic disruptions. Even though they typically engage in in-person teaching and learning in brick and mortar classrooms, remote instruction was the only possibility. Many instructors at our institution who had to switch from in-person to remote instruction without any notice earlier in the year worked extremely hard to design and teach online courses to support their students during the second half of 2020. Since different instructors chose different pedagogical approaches for remote instruction, students taking multiple remote classes simultaneously experienced a variety of instructional strategies. We present an analysis of students' perceptions of remote learning in their lecture-based, active learning, and lab physics classes at a large research university in the USA, focusing on positive and negative aspects including collaboration, communication, and assessment. Student reflections emphasized the importance of grade incentives for out-of-class and in-class work; frequent, low-stakes assessments; community-building activities; and opportunities to study with peers. Reflecting on the challenges and successes of different types of remote instructional approaches from students' perspective could provide useful insight to guide the design of future online courses as well as some aspects of in-person courses.

Building Teacher Community During a Summer of Crisis: STEAM Professional Development in 2020

The GoSTEAM program promotes authentic integration of the arts into PreK-12 computer science, engineering, and invention instruction. STEM and arts teachers come together to form STEAM Innovation Teams in collaboration with university-based coaches and creative Innovators-in-Residence. Starting with a STEAM professional development summer institute and continuing throughout the year, the teams come together to design and implement novel STEAM lessons and initiatives in their schools that integrate learning goals from both the STEM and the art disciplines. This type of transdisciplinary collaboration between colleagues from vastly different fields is new to most teachers and presents unique challenges. A primary goal of the GoSTEAM professional development is therefore to create safe, interdisciplinary spaces where meaningful, cross-disciplinary collaborations can occur. In 2019, this was accomplished through an intensive, 120-hour face-to-face summer professional institute that incorporated many community building activities and collaborative planning sessions. In 2020, due to the COVID-19 pandemic, the summer institute changed to an online format and faced the challenge of providing teachers with a personally meaningful STEAM experience during a summer of crisis. Results show that the 2020 institute successfully supported the teachers, energized them, and provided them with tools to augment their virtual instruction. This paper describes the program adaptations due to COVID-19.

Evaluation of STEM Engagement Activities on the Attitudes and Perceptions of Mechanical Engineering S-STEM Scholars.

Since 2009, the mechanical engineering (ME) scholarship-science technology engineering and mathematics (S-STEM) Program at the University of Maryland Baltimore County (UMBC) has provided financial support and program activities to ME undergraduate students aiming at improving their retention and graduation rates. The objective of this study is to identify program activities that were most effective to help students for improvements. Current ME S-STEM scholars were asked to complete a survey that measures their scientific efficacy, engineering identity, expectations, integration, and sense of belonging, as well as how program activities impact their attitudes and perceptions. Analyses of 36 collected surveys showed that scholars reported high levels of engineering identity, expectations, and sense of belonging. However, further improvements were needed to help students in achieving scientific efficacy and academic integration into the program. Results demonstrated that pro-active mentoring was the most effective method contributing to positive attitudes and perceptions. The implemented S-STEM research-related activities and internship were viewed favorably by the scholars in helping them establish their scientific efficacy and engineering identity, and understand their expectations and goals. Community building activities were considered helpful for them to integrate into campus life and improve their sense of belonging to the campus and program. Scholars identified mentoring, research related activities, internships, and social interaction with faculty and their peers as important factors for their retention and graduation. Although the sample size was small in the study, we believe that the cost-effective activities identified could be adopted by other institutions to further improve students' retention and graduation rates in engineering programs.