De Rosa, A. J., & Lytle, A., & Fontaine, M., & Fisher, F. T. (2023, June), Board 209: Adaptive Expertise: A Potential Tool for Supporting S-STEM Student Retention and Graduation  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42622

\bibitem{asee_peer_42622}
  De Rosa, A. J., \& Lytle, A., \& Fontaine, M., \& Fisher, F. T. (2023, June), \emph{Board 209: Adaptive Expertise: A Potential Tool for Supporting S-STEM Student Retention and Graduation}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42622

Alexander John De Rosa, Ashley Lytle, Maxine Fontaine, and Frank T. Fisher.  "Board 209: Adaptive Expertise: A Potential Tool for Supporting S-STEM Student Retention and Graduation".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42622 Internet.  30 Apr, 2024

\bibitem{asee_peer_42622}
  Alexander John De Rosa, Ashley Lytle, Maxine Fontaine, and Frank T. Fisher.
  "Board 209: Adaptive Expertise: A Potential Tool for Supporting S-STEM Student Retention and Graduation".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42622 Internet.  30 Apr, 2024

@INPROCEEDINGS{asee_peer_42622
author = "Alexander John De Rosa, Ashley Lytle, Maxine Fontaine, and Frank T. Fisher"
title = "Board 209: Adaptive Expertise: A Potential Tool for Supporting S-STEM Student Retention and Graduation"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42622}
number = {10.18260/1-2--42622}
}

TY  - CPAPER
AB  - A recent self-study at [University] revealed that our 2nd and 3rd year retention rates for low-income STEM students are lower than those for our non-low income STEM student body. To address this finding the goal of our SSTEM program is to implement evidence-based best practices to increase retention and graduation rates of low-income academically talented STEM students to levels that match our overall STEM population. To accomplish this goal ADAPT we are seeking to: 1) implement best-practices with regards to cohort development and faculty, peer, and alumni mentoring programs to support the ADAPT Scholars, 2) develop targeted enrichment and mentoring activities focused on developing and nurturing the concept of Adaptive Expertise within our Scholars, 3) integrate new programming specific for low-income students with existing campus supports and activities, and 4) increase departmental and institutional awareness of, and support for, the challenges faced by academically talented, low-income students. We are seeking to determine whether contextualizing our cohort activities around the concept of Adaptive Expertise will both provide a unifying programming theme to maintain cohort engagement, and support students in the application of classroom knowledge in professional practice which will enhance their resiliency and sense of belonging which will positively impact retention. Here we will summarize a series targeted research studies seeking to characterize the levels of adaptiveness measured in low-income and non-low-income STEM undergraduate students using a validated survey instrument, including how adaptiveness may change as STEM students progress through their undergraduate programs.
AU  - Alexander John De Rosa
AU  - Ashley Lytle
AU  - Maxine Fontaine
AU  - Frank T. Fisher
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 209: Adaptive Expertise: A Potential Tool for Supporting S-STEM Student Retention and Graduation
UR  - https://peer.asee.org/42622
DO  - 10.18260/1-2--42622
ER  -