Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Brielle Nikole Johnson, Miami University; Woo J. Kim, Miami University; Jennifer Blue, Miami University; Amy Summerville, Kairos Research; Brian P. Kirkmeyer, Miami University

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better understandthemselves and the context of their aversive experiences [5], due to its association withcounterfactual thinking.Counterfactual thinking can benefit future behavior by offering a behavioral script for self-improvement [6]. The functionality of regret is related to its affective and cognitive components;the negative affect aroused by counterfactuals can increase strategic planning and motivation topromote future improvement [7], whereas the cognitive component is related to functionalconsequences like planning and self-improvement [4]. However, regret and counterfactualthinking can also be dysfunctional. The affective component of regret is often associated withnegative outcomes like reduced well-being and avoidant responses to

Conference Session

CoNECD Session : Day 2 Slot 5 Technical Session 2

Collection

2021 CoNECD

Authors

Lisa M. Weber, Colorado State University; Rebecca A. Atadero, Colorado State University

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] 2 Overview According to the CSU Office of  Institutional Research, Effectiveness,  and Planning [11], the 2018‐2019  Enrollment Statistics for CBE were:  322 Students Enrolled  33% Females and 67% Males  17% Pell Recipients  21% First Generation   36.6 % Minority and International Statistics and figures for all departments in Walter  Scott Jr. College of Engineering available in [11].Weber and Atadero. 2020 Annual CoNECD Conference. 3Minority includes students who self‐report a minority status; nonminority

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 2

Collection

2021 CoNECD

Authors

Bruk T. Berhane, University of Maryland College Park; Medha Dalal, Arizona State University; Stacy S. Klein-Gardner, Vanderbilt University; Adam R. Carberry, Arizona State University; Kenneth Reid, University of Indianapolis; Cheryl Beauchamp, Regent University; Mary Lord, Towson University; Darryll J. Pines, University of Maryland College Park

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and the conducting of evidence-based interventions in school environments.Dr. Darryll J. Pines, University of Maryland College Park Darryll Pines became Dean and Nariman Farvardin Professor of Engineering at the Clark School on Jan- uary 5, 2009, having come to the school in 1995 as an assistant professor and served as chair of the school’s Department of Aerospace Engineering from 2006 to 2009. As dean, Pines has led the devel- opment of the Clark School’s current strategic plan and achieved notable successes in key areas such as improving teaching in fundamental undergraduate courses and raising student retention; achieving suc- cess in national and international student competitions; giving new emphasis to

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 1

Collection

2021 CoNECD

Authors

Niesha C. Douglas, Educate, Activate, Transform; Cathy Howell, University of North Carolina at Charlotte; Lisa R. Merriweather, University of North Carolina at Charlotte; Anna Sanczyk, University of North Carolina at Charlotte

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individual student and the institution. At the institutional level it is understoodas a mechanism that contributes to reducing attrition rates and enhancing recruitment plans butthere is a scarcity of empirical research related to PhD programs to understand this phenomenon.Contemporarily, Di Pierro [15] conceptualized doctoral mentoring as part of an institution’spragmatic retention plan to counter economic losses, potential loss in Carnegie classification, andvoids in research. Thus, mentoring should not be thought of as a disjointed obscure process, butone that is integrated and benchmarked as part of an institution’s best practices particularly forunderrepresented populations. For individual students mentoring often times is described as akey

Conference Session

CoNECD Session : Day 1 Slot 5 Technical Session 1

Collection

2021 CoNECD

Authors

Kathrine Ehrlich-Scheffer, Rochester Institute of Technology

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volunteerism rates evenlower. According to Seemiller and Grace [11], approximately one third of college-bound GenerationZ students plan on volunteering as part of their co-curricular activities in college. Actual volunteerismrates once on campus are closer to six percent for Generation Z students [11, p.121]. Furthermore, thisdecline in volunteerism is seen across the spectrums of both gender and race [11]. Yet, Generation Z is profoundly we-focused. Shouldn’t their rates of volunteerism be evenhigher than those of me-centric Millennials? It may be the case that Generation Z isn’t seeking outtraditional volunteer opportunities once favored by Millennials: short-term and focused on symptomsof a greater problem [14]. Instead, it appears that

Conference Session

CoNECD Session : Day 2 Slot 6 Technical Session 1

Collection

2021 CoNECD

Authors

Rebecca Brent, Education Designs, Inc; Keith A. Schimmel P.E., North Carolina A&T State University; Marcia Gumpertz, North Carolina State University at Raleigh

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, department chairs, and department graduateprogram coordinators (collaborative leadership). The Fellows function as change agents, helpingfaculty in their departments to better understand the experiences of URM students andfacilitating the development of a written plan for making changes in department policies andpractices to improve URM doctoral student success. They also implement initiatives funded bythe grant, e.g. training faculty in mentoring graduate students, bringing in external speakers andsending faculty members to conferences relevant to URM graduate student success, etc. (robustdesign, visible actions).A cohort comprises the Fellows along with all other faculty and doctoral students in the Fellows’departments at a single university. Each

Conference Session

CoNECD Session : Day 1 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Laura Bottomley, North Carolina State University; Crystal R. Emery, URU The Right to Be, Inc.; Valeria Sinclair Chapman

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Housekeeping feature ”50 over 50: Women Who Are Changing the World.” She has extensive publishing credits, both independently and with established publishers including in TIME, Variety, Ms.Magazine.com, Rebecca Minkoff Superwoman and HuffPost. Other published works include Stat! An Action Plan for Replacing the Broken System of Recruitment and Retention of Underrepre- sented Minorities in Medicine with a New Paradigm, published by the National Academy of Medicine; the unique biographical essay books Against All Odds: Black Women in Medicine and Master Builders of the Modern World: Reimagining the Face of STEM; and the first two volumes of her Little Man children’s book series. Her body of work covers a broad range of

Conference Session

CoNECD Session: Day 3 - Slot 3 -- Technical Session 4

Collection

2021 CoNECD

Authors

Brandi P. Jones, University of Southern California; Helen Choi, University of Southern California; Cheyenne Gaima

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retreats. During thesummer, we learned about each other through stories, examined many different typesof stories and storytelling, and learned about active learning and how this pedagogycan be used to enhance engagement in an engineering classroom. In addition toattending trainings, students had to complete assignments designed to help themcraft their personal stories as well as lesson plans for Phase 2. In Phase 2 (Fall2020), RE3 Student Trainers taught a storytelling module to over 300 first-yearengineering students enrolled in a course called ENGR 102: Freshman Academy. Inthis storytelling module, Student Trainers taught first-year students about storytelling,shared their personal stories, and guided first-year students in storytelling

Conference Session

CoNECD Session : Day 3 Slot 8 Technical Session 2

Collection

2021 CoNECD

Authors

Philippa Anne Martin, University of Canterbury; Eileen Frances Britt, University of Canterbury

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now planned near the end of the summer break.2.4 Pou Kaiāwhā MI coaches training workshopTo end the training program a 3-hour bespoke workshop was run using key experts and serviceproviders from across the campus. It was designed to ensure participants would know who to referstudents to for follow up support and also how to better understand the perspectives and lenses ofdifferent student groups. In addition, there was a crucial panel session on how to handle the storieswe hear from students who are often distressed and handling multiple complex issues.The workshop program was as follows: 1. Introduction: The intent of the Pou Kaiāwhā MI coaches program and their roles as MI coaches. 2. Cultural context: Information on cultural

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 1

Collection

2021 CoNECD

Authors

Taylor Lightner, Virginia Polytechnic Institute and State University; Monica E. Cardella, Purdue University at West Lafayette; Natali Huggins, Virginia Polytechnic Institute and State University; Cynthia Hampton, Virginia Polytechnic Institute and State University; Walter C. Lee, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University

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and Latinx engineers.PurposeThe purpose of this work-in-progress is to discuss how educators can use Critical Race Theory(CRT) to understand how conceptualizations of race link to engineers and STEM programpractices. Though the concept of race is theoretical, the implications are concrete. The messagesthat children and youth are exposed to during years of socialization influence their attitudesabout race, science, and math as well as their self-efficacy, choice of coursework, and futurecareer plans (Knight & Cunningham 2004); and children begin to form negative attitudes abouttheir abilities in math and science as early as second grade (Andre et al. 1997). To address ourpurpose, we focus on children’s perceptions of engineering, which

Conference Session

Enacting Culturally Relevant Pedagogy for Underrepresented Minorities in STEM Classrooms: Challenges and Opportunities

Collection

2021 CoNECD

Authors

Moses Olayemi, Purdue University; Jennifer Deboer, Purdue University at West Lafayette (COE)

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, teachers reportedlydemanded time to plan lessons and make learning meaningful. However, the findings from thereview of the literature suggest that traditional classroom settings are limited in the provision ofthe time and space teachers need. As an example, a mixed-methods study conducted with attendeesof a conference workshop designed to help high school and middle school mathematics teachersbecome culturally responsive educators found that some of the major challenges that teachers facein CRP implementation were logistic – specifically, the time taken to design and execute classsessions [19].Opportunities for Culturally Relevant Pedagogy in STEM Classrooms Our review also identified various opportunities for CRP in STEM classrooms

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 4

Collection

2021 CoNECD

Authors

Tricia S. Berry, University of Texas at Austin; Ana M. Dison, University of Texas at Austin; Efren Enrique Dominguez, University of Texas at Austin

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 “Impact” in this case if you are still exploring evaluation methods?Surveys now being administered at end of Bias Busting workshops. Data being collected. Survey and evaluation plan being created for other workshops but no data collected to date.  10Enrique:Bias Busting Workshop post surveys also ask participants to respond to various statements shown on this chart with the percentage indicating “agree or strongly agree”: I learned something in today’s presentation.  I would recommend this presentation to others. After participating in this workshop, I am more confident about recognizing bias. After participating in this workshop, I am more

Conference Session

CoNECD Session : Day 1 Slot 8 Technical Session 4

Collection

2021 CoNECD

Authors

Mauro Rodriguez Jr, California Institute of Technology; Indhira María Hasbún, Florida International University; Jose Luis Estrada, University of San Diego; Dora Louise Renaud

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Central Limit Theorem andExploratory Factor Analysis, the number of professionals taking part in the CCLP will be increasedin future NILAs. NILA 2020 was held virtually and significantly increased the number ofprofessionals from 37 to 140. Beyond 2020, future NILAs are planned to be hybrid eventscombining an in-person and virtual event to enable higher professional member attendance. Futuresurveys will include more personal career goal-oriented leadership questions. The results for suchquestions will enable researchers to determine which NILA curriculum components mosteffectively increase the attendees’ leadership self-efficacy.4. Conclusions The effect of SHPE’s NILA leadership framework on Hispanic engineering professionals’leadership self

Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 2

Collection

2021 CoNECD

Authors

Matthew Bahnson, North Carolina State University at Raleigh; Derrick James Satterfield, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

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Nevada, Reno. He graduated with his Masters in 2019 from the University of Nevada, Reno, and plans to pursue a career in academia in the future. His research interests are in graduate student attrition rates within academia, engineering identity development, and factors that influence decision making on persistence.Dr. Adam Kirn, University of Nevada, Reno Adam Kirn is an Associate Professor of Engineering Education at the University of Nevada, Reno. His research focuses on the interactions between engineering cultures, student motivation, and learning ex- periences. His projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers, their problem-solving processes, and cultural

Conference Session

CoNECD Session : Day 1 Slot 1 Technical Session 2

Collection

2021 CoNECD

Authors

Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Clemson University; Susan M. Lord, University of San Diego; Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering)

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) project. Dr. Lord is the 2018 recipient of the IEEE Undergraduate Teaching Award.Dr. Joyce B. Main, Purdue University-Main Campus, West Lafayette (College of Engineering) Joyce B. Main is Associate Professor of Engineering Education at Purdue University. She received an Ed.M. in Administration, Planning, and Social Policy from the Harvard Graduate School of Education, and a Ph.D. degree in Learning, Teaching, and Social Policy from Cornell University. Dr. Main examines student academic pathways and transitions to the workforce in science and engineering. She was a recipi- ent of the 2014 American Society for Engineering Education Educational Research and Methods Division Apprentice Faculty Award, the 2015 Frontiers in

Conference Session

CoNECD Session: Day 3 Slot 2 - Technical Session 4

Collection

2021 CoNECD

Authors

Agnieszka Miguel, Seattle University; J. McLean Sloughter, Seattle University; Jennifer M. Dorsey, University of Texas at Austin; Rebecca Hartley, Seattle University; Frank J. Shih, Seattle University; Joy Crevier, Seattle University

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CoNECD Paper Submissions, Diversity

Conference Session

CoNECD Session : Day 1 Slot 2 Technical Session 3

Collection

2021 CoNECD

Authors

Karis Boyd-Sinkler, Virginia Tech; Cynthia Hampton, Virginia Tech; Taylor Lightner, Virginia Tech; Natali Huggins, Virginia Tech ; Cherie D. Edwards, Virginia Commonwealth University ; Walter C. Lee, Virginia Tech; David B. Knight, Virginia Tech

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, the researchers plan to analyze the results based on the racial and/or gender identitiesof the volunteers. Furthermore, we will highlight challenges and ways to enhance the volunteeringexperience for volunteers as a means to identify concrete practices for BPE programs.AcknowledgmentsThe authors would like to acknowledge the students who participated in this research study. This materialis based upon work supported by the National Science Foundation Engineering Education and Centersunder Grant Number DRL-1614710, 1614739, and 1615143. Any opinions, findings, and conclusions orrecommendations expressed in this material are those of the author(s) and do not necessarily reflect theviews of the National Science Foundation.ReferencesClary, E. G

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 1

Collection

2021 CoNECD

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Janet Y. Tsai, University of Colorado, Boulder; Beth A. Myers, University of Colorado, Boulder; Daniel A. Godrick, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

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CoNECD Paper Submissions, Diversity

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Sophia Lauren Plata, University of Southern California; Indhira María Hasbún, Florida International University ; Mauro Rodriguez Jr., California Institute of Technology; Dora Louise Renaud, Society of Hispanic Professional Engineers

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project with -.033 .824 -.065 .019 other teammates Q12. Create SMART goals to advance my personal career .843 -.046 .039 -.043 Q13. Achieve SMART goals to advance my personal career .993 -.029 -.016 -.148 Q14. Use a strategic mindset with business planning skills to implement .606 .313 -.093 -.037 system-oriented, data-driven projects Q15. Combine my STEM skills with an entrepreneur mindset to implement

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 1

Collection

2021 CoNECD

Authors

Justin Charles Major, Purdue University at West Lafayette (COE); Allison Godwin, Purdue University at West Lafayette (COE); Adam Kirn, University of Nevada, Reno

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Conference Session

CoNECD Session : Day 2 Slot 8 Technical Session 2

Collection

2021 CoNECD

Authors

Kimberly Young-McLear, U.S. Coast Guard Academy; Sharon Zelmanowitz P.E., U.S. Coast Guard Academy; Royce Warner James Ph.D., United States Coast Guard Academy/Air Force Institute of Technology; Dani Brunswick, U.S. Coast Guard; Thomas W. DeNucci, U.S. Coast Guard Academy

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CoNECD Paper Submissions, Diversity

without negatively impacting other systems (treatment & recovery plan) 5. Monitor the progress (patient feedback if symptoms persist) 6. Engineer controls to prevent similar malfunctions (patient education, diet, prosthetics, etc.)The Coast Guard must intentionally seek out a diversity of “non-traditional” stakeholders duringeach of the steps outlined above. A diversity of experience, thought and perspective enriches theproblem-solving process. Our Diamond Model, shown in Figure 2, illustrates the need for“survivors” to help solve complex medical problems because the doctor alone cannot make adiagnosis without a complete understanding of the symptoms explained by the patient.For example, in a shipyard, the welder may have some

Conference Session

CoNECD Session : Day 2 Slot 1 Technical Session 4

Collection

2021 CoNECD

Authors

Anthony W. Dean, Old Dominion University; Kim Bullington Sibson, Old Dominion University; Cynthia Tomovic, Old Dominion University; Vukica M. Jovanovic, Old Dominion University; Rafael E. Landaeta, Old Dominion University

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CoNECD Paper Submissions, Diversity

. Thesesessions addressed how to create a professional resume, prepare for interviews, and developpolite follow-ups. While students indicated that they were interested in learning more aboutetiquette, it was a topic that was not sufficiently addressed in the first year. Plans are underwayto address this issue including taking students out to a formal dinner so that they become morecomfortable with tableware and table talk. 6. Financial Security: In some of the sessions, participants quipped that they were feelinganxious about making ends meet. Some voiced they worried about whether they would be able tocomplete their degrees because they were not sure whether they should pay tuition and buybooks, or pay rent, buy food, or baby diapers. While only some

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Erika Mein, University of Texas at El Paso; Alberto Esquinca, San Diego State University; Helena Mucino-Guerra, University of Texas at El Paso

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CoNECD Paper Submissions, Diversity

bankruptcy.” That really impacted me, made me conscious about my social class.After being interviewed by the university recruiter, Edgar realized that neither he nor his familywas in the financial position to pay for his dreamed-about education. Therefore, instead ofgiving up, Edgar made use of his aspirational resources and chose to continue with hiseducation in a more affordable university. As the literature from LatCrit theory indicates,resilience and resistance are forms of aspirational capital that Latinx students leverage toaccomplish their goals [3]. Edgar’s account represents an illustrative example of usingaspirational resources to navigate the financial struggle of paying for his college education.After Edgar adapted his plans to a

Conference Session

CoNECD Session : Day 2 Slot 2 Technical Session 2

Collection

2021 CoNECD

Authors

Mohamed ElZomor, Florida International University; Gabriella Santi, Florida International University; Piyush Pradhananga, Florida International University; Mais Kayyali, Florida International University; Lu Zhang, Florida International University

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CoNECD Paper Submissions, Diversity

Workplace: Results of a Survey on Technical Communication Skills,” no. October, 2001.[4] S. Cerri, “EFFECTIVE COMMUNICATION SKILLS FOR ENGINEERS,” pp. 625– 629, 2000.[5] A. Keane and I. S. Gibson, “Communication Trends in Engineering Firms: Implications for Undergraduate Engineering Courses,” Int. J. Eng. Educ., vol. 15, no. 2, pp. 115–121, 1999.[6] Society of Manufacturing Engineers Education Foundation, “Manufacturing Education Plan: Phase 1 Report—Industry Identifies Competency Gaps Among Newly Hired Engineering,” 1997.[7] L. A. Riley, P. Furth, and J. Zelmer, “Assessing Our Engineering Alumni: Determinants of Success in the Workplace,” 2000 ASEE/Gulf-Southwest Sect. Annu. Conf., 2000

Conference Session

CoNECD Session : Day 1 Slot 3 Technical Session 3

Collection

2021 CoNECD

Authors

Adrienne Decker, University at Buffalo, SUNY; Monica McGill, Knox College

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(afternoon). I am here to present my work onanalyzing the data curated in the resource centercsedresearch.org. The plan is to have about 10 minutes at theend of this presentation for questions, but please, feel free toask questions during the presentation if there are instanceswhere I can provide additional information about our work orprocess.Overall, we are viewing this presentation as an exploration ofdata. We are hoping to start/continue a dialog, but don’tconsider this presentation to be about presenting results, butrather the beginnings of the explorations of what this collectedand curated data may be telling us. 1 K-12 Computing Education is Growing

Conference Session

CoNECD Session : Day 3 Slot 6 Technical Session 1

Collection

2021 CoNECD

Authors

Katreena Thomas, Arizona State University, Polytechnic campus; Brooke Charae Coley, Arizona State University, Polytechnic campus; Michael Lorenzo Greene, Arizona State University, Polytechnic campus; Jeremi S. London, Virginia Polytechnic Institute and State University

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CoNECD Paper Submissions, Diversity

rewarding for me.Spurred by her initial success as a chapter president, Shasha decided to take on moreresponsibility within the organization, ascending to the regional level. With that, came the samesense of duty to support the NSBE membership though on a much larger scale. My last year of college, I decided to run for a NSBE regional board position, so I became the [Regional Board member], which was so much fun. It was absolutely so much fun. I got to run or help with the running of 50 chapters in our region, and I got to attend like all the conferences. We were running all the conferences, so planning which events we have and really thinking critically about what will make students get the most out of this

Conference Session

CoNECD Session : Day 1 Slot 6 Technical Session 1

Collection

2021 CoNECD

Authors

Eunsil Lee, Arizona State University; Jennifer M. Bekki, Arizona State University; Adam R. Carberry, Arizona State University; Nadia N. Kellam, Arizona State University

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CoNECD Paper Submissions, Diversity

situate constructs ofinternational engineering doctoral students’ sense of belonging. The working definitions of theconstructs and future research plan will be provided.LimitationsAlthough this work provides a basic understanding of the belongingness constructs, the reviewedliterature in the current work is limited to the selected seminal papers for the purpose ofconceptualizing and situating our previous work [1]. To gain a clear and in-depth understandingof the conceptual structure of a sense of belonging, far more literature should be reviewed with asystematic process with specific search, inclusion, and exclusion criteria. Literature Review Sense of belonging in higher education: Inconsistencies in definitions and constructs Sense of

Conference Session

CoNECD Session : Day 2 Slot 3 Technical Session 4

Collection

2021 CoNECD

Authors

Sarah Trainer, Seattle University; Agnieszka Miguel, Seattle University; Jean M. Jacoby, Seattle University; Jodi O'Brien, Seattle University

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COVID-19 pandemic on scientists," Nature, Human Behavior, no. 4, pp. 880-883, 2020.[59] P. Vincent-Lamarre, C. R. Sugimoto and V. Larivière, "The decline of women's research production during the coronavirus pandemic," Nature Index, 2020.[60] E. Corbera, I. Anguelovski and J. Honey-Rosés, "Academia in the Time of COVID-19: Towards an Ethics of Care," Planning Theory & Practice, vol. 21, no. 2, pp. 191-199, 2020.[61] M. Alvarez, "On a Knife’s Edge," The Chronicle of Higher Education, 21 May 2020.[62] R. K. Anderson, "Preaching to the Choir: University Diversity Committees as Affective Communities," Anthropology & Education Quarterly, vol. 51, no. 1, p. 47–65, 2019.[63] A. Barlow, C. Betensky, R. S. Buurma, S. Kahn and T

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 3

Collection

2021 CoNECD

Authors

Alberto Esquinca, San Diego State University; Erika Mein, University of Texas at El Paso; Helena Mucino, University of Texas at El Paso

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nothing seemed to be fruitful. Nothing was producing [results]. And that's when I started thinking, "Is computer science really for me or is it just a rough patch that 8 I'm going through right now?" And I was wondering, okay, let's say I change my major from computer science. What do I change it to? I've never thought about doing anything else, never thought about a plan B. What if I don't like this major? What am I going to do? That's what I'm thinking, "What am I going to do?" That was also adding to my anxiety because I didn't know-- I was anxious. I was depressed. I was sad all the time because I didn't know what was going on in my life. I didn't know

Conference Session

CoNECD Session : Day 3 Slot 2 Technical Session 1

Collection

2021 CoNECD

Authors

Emily Knaphus-Soran, University of Washington; Tiffany D. Pan, University of Washington; Eve A. Riskin P.E., University of Washington; Sonya Cunningham, University of Washington; Saejin Kwak Tanguay, University of Washington; Elizabeth Litzler, University of Washington

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different engineering majors, career advice, internships, and other professional planning and support. The seminar also helps students develop resumes and cover letters, and learn other aspects of professionalism such as dining etiquette and professional attire. ● Most STARS students also take a class from the College of Education on wellness and resilience for college that is targeted towards first-year and transfer students. In this class, students are exposed to research-informed practices to help students enhance their wellbeing on campus by building skills such as mindfulness and emotion regulation. (3) Intrusive advisingAnother key component of the STARS program is intrusive or proactive advising, which is