Abdul-Rashid, H. S., & Hebert, L., & Rosu, L., & Goddard, L. (2024, June), Board 340: Nurturing a Community of Practice Approach Toward Equitable and Inclusive STEM Environments in Schools  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46922

\bibitem{asee_peer_46922}
  Abdul-Rashid, H. S., \& Hebert, L., \& Rosu, L., \& Goddard, L. (2024, June), \emph{Board 340: Nurturing a Community of Practice Approach Toward Equitable and Inclusive STEM Environments in Schools}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--46922

Hameed Shaheed Abdul-Rashid, Lara Hebert, Luisa-Maria Rosu, and Lynford Goddard.  "Board 340: Nurturing a Community of Practice Approach Toward Equitable and Inclusive STEM Environments in Schools".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/46922 Internet.  14 Dec, 2024

\bibitem{asee_peer_46922}
  Hameed Shaheed Abdul-Rashid, Lara Hebert, Luisa-Maria Rosu, and Lynford Goddard.
  "Board 340: Nurturing a Community of Practice Approach Toward Equitable and Inclusive STEM Environments in Schools".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46922 Internet.  14 Dec, 2024

@INPROCEEDINGS{asee_peer_46922
author = "Hameed Shaheed Abdul-Rashid, Lara Hebert, Luisa-Maria Rosu, and Lynford Goddard"
title = "Board 340: Nurturing a Community of Practice Approach Toward Equitable and Inclusive STEM Environments in Schools"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46922}
number = {10.18260/1-2--46922}
}

TY  - CPAPER
AB  - As the Catalyzing Inclusive STEM Experiences All Year Round (CISTEME365) concludes its fifth year of implementation, this multifaceted initiative aimed at increasing access to informal, project-based engineering experiences in safe, welcoming, and inclusive environments provides us with a wealth of new lessons and questions that will provide a foundation for future endeavors. This initiative has supported 22 school-based teams of teachers, counselors, and administrators in establishing out-of-school STEM Clubs while employing strategies to create more equitable and inclusive environments for students from groups frequently underrepresented or excluded from STEM-centered activities. This paper focuses on impacts and lessons learned from a mixed-methods research study using multivariate analysis and qualitative analysis of participant interviews and focus groups, observations, and analysis of participant artifacts such as STEM Club activities and action research projects. A few key findings include instructor and student self-efficacy and knowledge of STEM college and career pathways increased, school contexts and shifts in staffing patterns impacted the sustainability of STEM Club implementation, and evidence of broader impacts was observed as teams or individuals shared CISTEME365 lessons and content with colleagues at their schools. Findings shared in the paper and poster presentation will be used to discuss how these lessons learned will be applied to future projects aimed at pre-college engineering education initiatives to broaden participation in engineering majors and careers.
AU  - Hameed Shaheed Abdul-Rashid
AU  - Lara Hebert
AU  - Luisa-Maria Rosu
AU  - Lynford Goddard
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 340: Nurturing a Community of Practice Approach Toward Equitable and Inclusive STEM Environments in Schools
UR  - https://peer.asee.org/46922
DO  - 10.18260/1-2--46922
ER  -