ALRISE Alliance: NSF’s Eddie Bernice Johnson Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (INCLUDES) ALRISE Alliance (NSF#2120021)

With this NSF Cooperative Agreement, we are building a framework for a networked improvement community – the ALRISE Alliance – that will systemically change higher education institutions to become student serving toward broadening participation in STEM. The vision of this alliance is to design, implement, manage and coordinate a nationwide effort that addresses the overarching broadening participation challenge to Accelerate Latinx Representation in STEM Education (ALRISE) with Institutional Intentionality and Capacity Building for Experiential Learning. The goal is that Latinx student retention and completion in STEM increases because students at two- and four-year Hispanic Serving Institutions (HSIs) and emerging HSIs (eHSIs) engage in culturally responsive undergraduate research and work-based experiences, and self-report improved STEM identity and engagement. $10 million over five years, started August 1, 2022.

KickStarter 2.0: NSF Improving Undergraduate STEM Education (IUSE) – Collaborative Research: Using Communities of Practice to Transform STEM education for Latinx Students at Two-Year Hispanic Serving Institutions (NSF#2142734)

This project aims to serve the national interest by improving STEM education for Latinx students at two-year Hispanic Serving Institutions (HSIs), focusing on STEM planning teams (faculty, staff, administrators and students) as communities of practice (CoPs), promising elements leading to institutional transformation at 16 two-year HSIs nationwide. The project provides a STEM Evidence-based Student Serving (STEM-ESS) self-assessment and planning process that incorporates research outcomes from subject matter experts on Latinx student servingness, equity and intentionality. In pursuing high-impact activities, teams will look to adapt and implement evidence-based solutions and/or develop proposals for federal funding. Research findings and outcomes will add new knowledge to the STEM teaching and learning field and advance understanding of how cross-disciplinary and cross-functional STEM CoPs serve as institutional change agents to advance institutional capacity-building for STEM educational equity for Latinx students. $2.3 million over four years, started May 1, 2022.

Work-focused Experiential Learning to Increase STEM Student Retention and Graduation at Two-year Hispanic-serving Institutions (NSF HSI #1953763)

This project provides students with mentored work experiences in computer information systems. Students have access to on-campus externship experiences and internships in businesses and industries with the goal that these experiences will increase undergraduate student interest, persistence and success in computer information systems, as well as in STEM more broadly. To ensure that they are well-prepared for and gain the most from their work experiences, students receive training on employability skills such as communication, teamwork and project management. During their work experiences, students are mentored by faculty, industry professionals and peers. To strengthen the capacity of faculty to serve all students, including Hispanic students, the project provides faculty with professional development focused on equity mindset. The framework that provides mentored work experiences is being developed and piloted at Phoenix College in collaboration with the Center for Broadening Participation in STEM, which brings experience with internships and culturally responsive practices, and is being expanded to four other two-year HSIs in the region. Expected results of the project include: development of sustainable mechanisms to foster cross-sector partnerships; increased student retention and workforce readiness; and measurable successes for STEM students, particularly Hispanic students, at two-year HSIs. $2.5 million over five years, started April 1, 2020.

NSF HSI Program:  Work-focused Experiential Learning to Increase STEM Student Retention and Graduation at Two-year Hispanic-serving Institutions (NSF#1953763)

This project provides students with mentored work experiences in computer information systems. Students have access to on-campus externship experiences and internships in businesses and industries with the goal that these experiences will increase undergraduate student interest, persistence and success in computer information systems, as well as in STEM more broadly. To ensure that they are well-prepared for and gain the most from their work experiences, students receive training on employability skills such as communication, teamwork and project management. During their work experiences, students are mentored by faculty, industry professionals and peers. To strengthen the capacity of faculty to serve all students, including Hispanic students, the project provides faculty with professional development focused on equity mindset. The framework that provides mentored work experiences is being developed and piloted at Phoenix College in collaboration with the Center for Broadening Participation in STEM, which brings experience with internships and culturally responsive practices, and is being expanded to four other two-year HSIs in the region. Expected results of the project include: development of sustainable mechanisms to foster cross-sector partnerships; increased student retention and workforce readiness; and measurable successes for STEM students, particularly Hispanic students, at two-year HSIs. $2.5 million over five years, started April 1, 2020.

Nanotechnology Collaborative Infrastructure Southwest (NCI-SW) (NSF #2025490)

The Nanotechnology Collaborative Infrastructure Southwest (NCI-SW) advances regional and national STEM (science, technology, engineering, and mathematics) opportunities by providing open access to faculty expertise, staff know-how, and a state-of-the art toolset for nanotechnology discovery, innovation, and education. Based on the campuses of Arizona State University (ASU) and Northern Arizona University (NAU), the NCI-SW works hand in hand with facility users to address grand challenges that the southwestern US and the nation as a whole will be confronting in the coming decades. These challenges include developing healthcare solutions for global pandemics; creating new materials for quantum security and computation; achieving water and food sustainability; and enabling new industries through workforce development and low volume manufacturing. The program provides technician training through advanced laboratory classes for students enrolled in community colleges offering two-year degree and certificate programs in nanotechnology. With a focus on developing opportunities for Hispanic and Native American students at community colleges in Arizona and New Mexico the program provides remote on-line access to a scanning electron microscope, and recruits participants for summer research experiences. CBPSTEM participates with NAU in community outreach programs, showcasing nanotechnology demonstrations and handson activities.

NSF HSI New York STEM Hub (NSF #2311235)

With support from the Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI) Program, this New York HSI Hub project aims to bring about systemic improvements for 14 diverse and highly enrolled New York City area SUNY and CUNY community colleges through a five-year program of professional development in culturally responsive instruction, faculty learning communities, and grantsmanship mentoring of STEM faculty. The Hub’s activities will help address challenges community colleges face when attempting to build capacity for institutional change. Moreover, this project will expand the STEM pipeline for students in participating colleges by providing faculty with tools for effective teaching in diverse environments and for pursuing future grant funding to support efforts responsive to student success in STEM.
This project aims to strengthen STEM education at the 14 participating colleges by offering a five-year program of a) faculty professional development in culturally responsive instructional methods to advance STEM success for students that represent the full spectrum of diverse talent at HSIs, and b) grantsmanship mentoring to increase the capacity of STEM faculty to competitively pursue NSF HSI funding to further accelerate culturally responsive instruction and related program improvements. Through workshops and network-building, the project uses Participatory Action Research to help faculty reflect and develop their teaching methods. Results of the project include creating an engaging and impactful classroom experience for community college STEM students, and successful grant development among the 14 participating colleges. Findings on the impacts of Participatory Action Research and grantsmanship training will be disseminated widely through national conferences and webinars. Results will also be disseminated through SUNY and CUNY systemwide meetings and events. This project is funded by the HSI Program, which aims to enhance undergraduate STEM education, broaden participation in STEM, and build capacity at HSIs.

NSF AISL Science is Fun (NSF #2415965)

Research shows the importance of children seeing themselves as capable of “doing STEM” and developing a positive STEM identity. Yet, children of color are less likely to have access to these informal STEM opportunities. Building on the successful “Science is Fun” (SIF) intervention, the project will revise this program for Hispanic students using a culturally-responsive approach. Facilitated by Hispanic, near-peer mentors, the revised, afterschool program will engage 4th grade students (from schools with predominantly Hispanic enrollment) with several sessions of science activities and their families in family science explorations. The activities will focus on light and energy, using an approach combining demonstration and inquiry. (A phenomenon may be demonstrated, resulting in questions stimulated by a counterintuitive outcome. Participants then engage in hands-on exploration to explain the outcomes.) A co-design process involving teachers, role models, advisors and students will be conducted, incorporating language and cultural themes in program activities and facilitation.
The iterative project research and evaluation aims to observe, assess, and revise the Science is Fun (SIF) program, helping to understand the program’s cultural responsiveness for historically marginalized Hispanic audiences. The major hypothesis of project research is that incorporating a cross-cultural curriculum will have positive impacts on participants. 1) cultural awareness, 2) STEM interest, self-efficacy, and identity, and 3) perceptions of careers in STEM and who can be a scientist. Data will be collected from focus groups, surveys, and observations from students, near-peer mentors, and families. This project will contribute to the research on culturally responsive STEM programs and will present important theoretical and practical implications.
This Integrating Research and Practice project is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences.

If you are interested in learning more about our programs please contact our Team, [email protected].

Completed programs

NSF Advanced Technological Education (ATE) Collaborative Research: HSI ATE Hub 2: Professional Development for Culturally Responsive Technician Education (NSF#2055362)

This project aims to better serve and support a diverse population of students who are pursuing credentials in skilled technical fields. To do so, the project guides faculty to adapt and implement culturally responsive instruction in technician education courses. The project builds on the Hispanic-serving community college KickStarter project (NSF#1450661), the Hispanic Serving Institutions HSI/ATE Hub project (NSF#1929329), and the Westchester Community College Photonics and Laser Project (NSF#1700564). The project team is developing, pilot testing and disseminating a faculty professional development model that can help to shift faculty understanding, practice, and mindset from emphasis on perceived student deficits to asset-based thinking and mutual respect. $600,000 over three years, started July 1, 2021.

NSF ATE Program: Impact of System-Wide Contextualization of Math (CXM) in Rural Arizona Colleges on Producing More Qualified Technicians (NSF#1902599)

Meeting the mathematics requirements for obtaining Career and Technical Education (CTE) credentials is a common barrier for students who are pursuing certificates or associated degrees needed for careers in STEM-oriented technician fields. A collaboration of five rural Arizona community colleges and the Center for Broadening Participation in STEM is developing, adapting and implementing contextualized mathematics modules, shared through the STEM Network. The goal of the project is to improve student completion in CTE programs across rural institutions in Arizona. $600,000 over four years, started April 30, 2019.

Excelencia in Education

To support institutions working to accelerate Latino student success in STEM, Excelencia in Education and the Center for Broadening Participation in STEM designed and implemented the STEM Evidence-based Student Serving (STEM-ESS) framework. The STEM-ESS framework integrates the KickStarter STEM assessment and processes with Excelencia in Education’s Seal of Excelencia data, practices and leadership components, the four key practices found by Gomez in 4-year HSIs with equitable outcomes for Hispanic students in STEM, and the National Academy of Science and Medicine’s Indicators for Monitoring Undergraduate STEM Education. The STEM-ESS framework is targeted to any institution of higher learning that wishes to accelerate success of Latino students in STEM.

NSF HSI Conference: Transforming STEM Education at Rural Hispanic-Serving Institutions Across the Nation (NSF#1940949)

Seventy participants from rural HSIs attended this virtual, three-day rural STEM HSI conference hosted by Central Arizona College and the Center for Broadening Participation in STEM in September 2020. Participants examined themes in undergraduate STEM education including: K-12, two-year, and four-year partnerships; career and workforce preparation; innovative STEM teaching and learning; student support strategies; culturally responsive education; and external funding. Facilitated discussions led to identifying the unique challenges that rural HSIs face in developing effective STEM programs that have robust student enrollment. The Consensus Report identifies these challenges and promotes solutions to address them. $99,000 over two years, started September 30, 2019.

NSF HRD KickStarter (NSF#1929686, #1450661)

The KickStarter program was a methodical, college-wide approach to improve STEM education achieved through STEM faculty/staff teams developing STEM plans. KickStarter successfully demonstrated its hypothesis that a detailed STEM plan and technical support would increase success in STEM education at two-year HSIs by providing a sound basis on which NSF proposals could be built. The goal was for 12 two-year HSIs to submit two proposals within a two-year span, with one proposal being awarded. The program doubled that goal and served 24 colleges in four cohorts. These colleges represented six states and ranged from large to small, urban to rural, and from stand-alone institutions to parts of the largest districts in the country. With an overall grant award success rate of 55% and $15.1 million in funding to the colleges, these results demonstrated that the innovative and comprehensive technical assistance of KickStarter proved successful for the two-year HSIs. $2.1 million over five years, started October 1, 2014.  An overview of the KickStarter project with results may be viewed in this video, which summarizes a peer-reviewed paper published in 2020 by the American Society of Engineering Education (ASEE).

Middle Skills Internship Program

With support from JPMorgan Chase Foundation, the Center for Broadening Participation in STEM awarded Arizona institutions with seed funding, grant oversight and guidance to ensure internship programs were successfully launched, stayed on track, met their goals and were sustainable. Participating institutions included Arizona’s Career and Technical Educational Districts (CTEDs) and community colleges, all of whom benefited from the funding and guidance to develop high-quality, sustainable middle-skills internship programs for their students. Program areas included health sciences, medical, dental and veterinary assistants; information technology and cyber security; manufacturing; engineering; and energy and utilities. The successful programs dedicated time and effort to building strong partnerships with local business and industry, allowing them to “test drive the talent” they produced. In turn, business and industry partners provided on-the-job work experiences for students, building a pipeline of skilled employees to match their local workforce needs.