College of Education and Human Development Faculty Research

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12588/195

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A Cross-Lagged Panel Analysis of Psychometric Intelligence and Achievement in Reading and Math
(2017-09-01) Watkins, Marley W.; Styck, Kara M.
A cross-lagged panel analysis of Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) intelligence test scores and reading and math achievement test scores of 337 students twice assessed for special education eligibility across a test-retest interval of 2.85 years was conducted. General intelligence (g) was loaded by the four WISC-IV factor index scores whereas reading and math were composite scores. After confirming measurement invariance, it was found that g, reading, and math were stable across time and synchronously correlated. The cross-lagged paths from g at time 1 to reading and math at time 2 (0.26 and 0.39, respectively) were both significantly greater than zero whereas the paths from reading and math at time 1 to g at time 2 (0.03 and 0.23, respectively) were not statistically significant. Given this pattern of relationships and extant research on the correlates of general intelligence, it was tentatively inferred that general intelligence was the temporal precursor to reading and math achievement.
A Preliminary Content Validity Analysis of the Receptive and Expressive Language Pre-Referral Protocol for Bilingual Learners (RELPP-BL)
(2022-06-30) Garza, Karla; Flores, Janelle Beth; Flores, Belinda Bustos
The number of bilingual-bicultural students in the US continues to grow exponentially. With this growth, educators have an increased need for ensuring that all bilingual-bicultural students have equal language learning opportunities. It is, therefore, crucial that bilingual educators have access to valid tools that can serve as guides for determining if a speech and language referral is needed. The Receptive and Expressive Language Pre-Referral Protocol for Bilingual Learners [RELPP-BL] was developed as a data gathering tool to assist educators in the decision-making process. The purpose of this study was to explore the content validity of the RELPP-BL. The preliminary results demonstrate that the RELPP-BL is a viable, valid tool for use in the pre-referral process; it is not intended as an evaluation measure.
The Adelante Oral History Project: A Site of Decolonial Potential in Transforming School Curriculum
(UCLA Journals, 2014) Mendoza, Sylvia
This paper analyzes the decolonial potential of an oral history project based out of a predominantly Latina/o and low-income elementary school in Salt Lake City, Utah. Considering the history of colonizing school curriculums, practices, and institutions that marginalize students of color, this paper applies a lens of decoloniality (Anzaldúa, 1999; Fanon, 2008; Dei, Mazzuca, Melsaac, & Zine, 1997;Villenas, 2010) to understand how alternative educational projects can disrupt colonizing school curriculums to improve and enhance the educational experience of Latina/o elementary students.
Applying Intersectionality to Address Racial and Spatial Postsecondary Disparities—Rural Latino Youth
(SAGE Publications, 2023-06-12) Sansone, Vanessa A.
Background/Context: There is a growing concern about the ways in which geography affects the educational opportunity for America’s rural youth. Most research on this population has assumed that rural America is primarily White and that rural college access is stratified by an individual’s ability to complete the application process. Such approaches ignore race and the interplay among geography, admissions practices, and individual behavior and decision-making. Purpose/Objective/Research Question/Focus of Study: This study examines the postsecondary experiences and opportunity structures for Latino youth living in rural Latino communities in South Texas. The purpose of this study is to understand quantitively and qualitatively how the geographic context of a predominantly rural Latino area shaped the college-going process and pathway decisions for the Latino youth living within these rural communities. To critically understand beyond the individual and learn about how systemic conditions in rural Latino communities can usher in (dis)advantages in their postsecondary experiences and sort students into pathways, this study employed Núñez’s (2014) multilevel model of intersectionality framework. As such, this study asked the following research questions: (1) What is the college access experience for Latino youth living in rural communities in South Texas? (2) In what ways, if any, do rural Latino youth describe how their rural geography structures (in) equalities in the college-going process? (3) How are rural Latino youths’ college access and opportunity structured, and does this differ from other geographic contexts? Research Design: Using a three-phase mixed-methods design (QUAL→quan), this study interviewed 101 Latino youth living in three different rural areas in South Texas toward the end of their senior year of high school. The quantitative component of the study used descriptive and spatial data to further expand on, complement, and confirm the intersectional findings in the qualitative data. In the last phase, data were integrated, and inferences were made about how college access opportunities are structured for Latino youth living in rural communities. Conclusions/Recommendations: Using an intersectionality framework, this study identified several ways in which the geography of rural Latino communities is structured that render and perpetuate inequities and disadvantages for Latino youth pursuing college. Rural Latino youth lived in communities that systemically experienced higher poverty, lower median incomes, and less access to resources and opportunities as compared with (sub)urban metro areas. Most students discussed how these geographic conditions played a role in the ways that bounded the opportunities they experienced during their college-going process and their decision to enroll at a college within close proximity to their rural region. This study has implications for how intersectionality frames can expand our understanding of the unique characteristics of rural regions that creates both opportunities and challenges for rural Latino youth pursuing postsecondary opportunities. This is significant given that most higher education researchers, policymakers, and practitioners conflate the racial/ethnic diversity of rural areas with whiteness and being White. In doing so, they overlook the presence of Latinos in rural areas and ignore their intersecting assets and challenges, hindering effective policy solutions that can better support historically marginalized students.
Assessing the Effectiveness of Problem-Based Learning Across Two Concrete Construction Courses
(Gate Association for Teaching and Education, 2022-07-30) Torres, Anthony; Hu, Jiong; Sriraman, Vedaraman; Martinez Ortiz, Araceli; Membrillo-Hernández, Jorge
The goal of this study is to assess the effectiveness of a Problem-Based Learning (PBL) pedagogy that was implemented in two different concrete construction courses. Both courses are a part of an industry focused four-year undergraduate concrete degree program. One of the classes focused on concrete problems, diagnosis, and repair of existing concrete, while the other class focused on handling and management methods of various concrete mixtures. In both courses, a PBL pedagogy was implemented such that students were self-learning and discovering the knowledge through an action-research case study. The action-research case study was specific to the course outcomes relevant to each course, but were assessed similarly. A total of eight different assessment methods were implemented across both courses’ multiple times from 2012 – 2019. The results showed that the students are highly benefiting from the PBL pedagogy, which was indicated across all assessment methods. Each assessment technique provided a unique insight into student comprehension or benefits of the PBL pedagogy. The most beneficial assessment techniques were; pre- and post-student assessment, level of understanding and confidence, pre- and post-objective student assessment, and report assessment. These four assessment techniques provide both direct (objective) and indirect (subjective) assessment, while only requiring four total surveys.
Autohistoria: Traversing through Time and Space to Explore Identity, Consciousness, Positionality, and Power
(2020-08-17) Flores, Belinda Bustos
How do our own cultural-historical experiences in geographic spaces like the border(s) we occupy shape our identities, consciousness, positionality, and power? Using the autohistoria-teoria methodology, the intent of this manuscript is to explore my paternal grandmother's family, Los Martínez’ cultural historical experiences as descendants of conquistadores, who eventually lived along the Rio Grande-Río Bravo del Norte, which is now the Texas–Mexico border. Archival data, including birth, marriage, and death certificates, land grants, maps, border crossing documents, published books, and family oral stories were used to establish a timeline and develop a narrative that spans across time and geographic zones that were originally indigenous, colonized by Spain, became México, and for some of these territories eventually became part of the United States. I will share Los Martínez’ origins that begin in the Kingdom of the Navarre, their story as conquistadores and settlers in northern México and Texas geographic areas that were part of Nuevo España. The overarching theme I plan to capture is the fluidity of borders as figured worlds, but I also plan to highlight the formation of hybrid identities, consciousness, positionality, and power within the spaces/figured worlds that we occupy as both colonizer and colonized.
Borderland Language Conflicts: A Study of Cross-National Interactions and Cultural Resolutions
(Office of the Vice President for Research, 2019) Rodriguez, Joshua; Gonzalez, Liliana; Myers, Kate; Horowitz, Rosalind
Children Transitioning from Oral to Written Argumentation: Signaling Meaning through Punctuation in Writing Part II
(Office of the Vice President for Research, 2018-06-12) Butler, Morgan; Johnson, Joaquinita; Cortez, Gabrielle; Horowitz, Rosalind
Clinic-Based Behavioral Skills Training to Teach Caregivers Adaptive Skill Interventions for Children with Autism
(Springer, 2020-06-30) Neely, Leslie; Castro-Villarreal, Felicia; Hong, Ee Rea; Ponce, Kelly; Gerow, Stephanie
Objectives Behavioral skills training (BST) with video-based feedback may be an effective means of preparing caregivers of children with autism spectrum disorder (ASD) to implement behavioral interventions for adaptive skills. The purpose of this study was to evaluate the use of BST with video-based feedback to train caregivers to implement adaptive skill (e.g., brushing teeth, drinking from cup) interventions in a natural setting (home/community). Methods Three caregivers and their children participated in the study. The caregivers identified tooth brushing, drinking from a cup, and walking down the stairs as target adaptive skills. Researchers taught the caregivers to implement an intervention consisting of choice, prompting, chaining, positive reinforcement, and differential reinforcement. Researchers employed a single-case multiple-probe across participants design to evaluate the effects of the training package on caregiver implementation of the intervention and child adaptive skill. Results Results demonstrated improved caregiver procedural fidelity with all three of the caregivers meeting the pre-set performance criteria. Changes in the caregiver behavior maintained up to 8 weeks following the cessation of the intervention. Improvements in the child adaptive skill were also noted. Finally, all of the caregivers reported that they found the intervention and training procedures acceptable. Conclusions These results demonstrate the utility of BST with video-based feedback to train caregivers in adaptive skill interventions for children with ASD. Limitations of the study and future research are also discussed.
Comprehensive Assessment of a Project Based Learning Application in a Project Management Course
(Gate Association for Teaching and Education, 2021-05-22) Torres, Anthony; Sriraman, Vedaraman; Martinez Ortiz, Araceli
The focus of this study is to implement multiple assessment methods in order to comprehensively assess the impact of a Project Based Learning (PrBL) application in construction project management course. The assessment methods include various direct (objective) and indirect (subjective) evaluations methods. These methods included a pre and post questionnaire of student opinions, homework grades, in-class “clicker” quiz grades, overall project grades, embedded test question grades, a video lecture project, and short answer case study questions on exams from the Fall 2017 to Fall 2019 semesters. The data for this study was taken from the past six offerings of the same course, which was compared to a similar course in the same department. The analysis demonstrated that the students preferred both the use of an actual real-world project and the PrBL delivery method. The particular assessment methods that provided the most beneficial assessment were the embedded test questions and the case study section of the exam. The overall grade assessment method demonstrated an average of four percentage point increase in grades from previous offerings of the course and a similar course that does not include the PrBL pedagogy.
A Comprehensive Model for Motivating and Preparing Under-represented Students, Educators and Parents in Science, Engineering, and Technology
(American Society for Engineering Education, 2014-06-18) Martinez Ortiz, Araceli
A comprehensive informal learning STEM outreach program for kindergarten through grade 4 (K-4) students is described along with the program’s theory of change and findings based on the participation of more than 200 urban minority students and their parents over a four-year period. This NSF-funded informal learning program was grounded in parental engagement theory of planned behavior and integrated both active-learning pedagogies and in-situ professional development for teachers. A unique age-appropriate science, engineering and technology integrated curriculum was delivered as a series of Saturday workshops set in a community science museum. Each year, cohorts of K‐3 African American and Hispanic students and their parents participated in eight 3-hour workshops comprised of student/parent sessions of hands-on science and engineering activities as well as separate parent awareness and development sessions in STEM education and technology skill development. The aim of this program has been to increase the participation of underrepresented groups in the science, technology, engineering, and mathematics (STEM) fields by attending to students early in the educational process. To accomplish this, the program has been guided by the following goals: to increase the knowledge, skills, and interest of K–3 students from underrepresented population groups in STEM fields; to increase parents’ knowledge and skills in science and engineering and their capacity to support their children in pursuing education and careers in these fields; and to increase the effectiveness of teachers in engaging students and parents in the Saturday science-related learning activities. Mixed methods research methodology has been used to measure the program’s contribution to the advancement of the program goals. Learning, motivational, and efficacy outcomes have been measured with pre and post student, teacher and parent survey instruments. This program has incorporated major findings of more than 10-years of research that suggests that improving children’s academic outcomes are much more effective when the family is actively engaged. This program has offered opportunities for parents to work along side their children; provided strategies promoting positive parental/child engagement; and provided ongoing training and professional development for project teachers. Young minority children have been exposed to African American, Latino, and women scientists and engineers through personal contact at special events, and via a featured program website section. Preliminary evaluation findings based on pre and post surveys, interviews, and observational data will be presented that indicate this program is helping parents and students persist in the program for multiple years and is motivating positive changes in student content understanding and career motivation.
Considering the Effectiveness of Comprehensive Assessment and the Impact of PBL Implementation in a Concrete Industry Project Management Course
(American Society for Engineering Education, 2016-06-26) Torres, Anthony; Sriraman, Vedaraman; Martinez Ortiz, Araceli
The objectives of this study were two-fold: first, to assess the effectiveness of using Project Based Learning (PrBL) pedagogy and second, to determine the efficacy of a comprehensive set of assessment methods from the standpoint of assessing learning in a PrBL implementation. The project used in this study incorporates actual, in-the-field projects that represent real-life scenarios that the students will encounter once they graduate. Various direct assessment methods were implemented in this study. These assessment methods included a pre and post questionnaire of student beliefs and opinions, homework grades, in-class ‘clicker’ quiz grades, overall project grades, embedded test question grades, a video lecture project, and short answer case study questions on exams. The data sets collected with these assessment methods were compared to data taken from the past two offerings of the same course and with data from a similar course taught by the same professor in the same department. The analysis reshowed that the students favored both the actual concrete construction project and the milestone deliverable method. The particular assessment methods that provided the most feedback were the embedded test questions and the case study section of the exam. Since students had to work with an individual real-world case study on the exam, the individual student’s effort, understanding, and ability to solve technical problems from the milestone project were quantified through the exam. The overall grade assessment method revealed an average of 4.5 percentage point increase in grades from past offerings of the course and a similar course that does not include the PrBL pedagogy.
Cross-age peer mentoring: Model review
(National Mentoring Resource Center, Office of Juvenile Justice and Delinquency Prevention, U.S. Department of Justice, 2017-09) Karcher, Michael; Berger, Joshua R.M.
This review addresses four topics related to one-on-one cross-age peer mentoring for children and adolescents, including: 1. Its documented effectiveness for mentees and mentors, 2. The extent to which effectiveness depends on characteristics of mentors, mentees, or program practices, 3. Intervening processes likely to link cross-age peer mentoring to youth outcomes, and 4. The success of efforts to reach and engage targeted youth and achieve high quality implementation. Extending a 2007 MENTOR Research in Action monograph definition of cross-age peer mentoring, which also was used in other literature reviews on cross-age peer mentoring, this review sharply differentiates cross-age one-to-one peer mentoring programs from cross-age peer group mentoring, peer-led education or targeted preventative interventions, and peer mentoring as an informal practice within larger programs. Overall, evidence is beginning to accumulate that supports at least the short-term effectiveness of formal cross-age peer mentoring programs. But this literature is growing at a very slow pace, mainly, it seems, because most of the literature on “peer mentoring,” old and new, combines one-to-one cross-age peer mentoring with group peer mentoring programs and peer education led by older youth. The limited evidence of effectiveness of cross-age peer mentoring, specifically as defined in this review, reveals benefits accrued by both children (mentees) and their teenage mentors. However, benefits to mentors are not the focus of this review. The strongest effects for mentees appear to be increases in school attitudes (e.g., connectedness), relationships with adults (both teachers and parents) and peers, and improvements in internal affective states (e.g., self-esteem). The most significant moderators of program effectiveness appear to be the mentors’ attitudes and motivations, and the degree of clear programmatic infrastructure and fidelity of its implementation. Involvement of parents in programs also seems to yield larger benefits, and securing support from school administrators and teachers can directly influence effectiveness. The means by which programs have positive effects on mentees appears to be largely through the consistent and affirming presence of mentors, and the clarity and predictability resulting from a clear program structure. These assist mentors in establishing what Rhodes4 describes as the building blocks of successful mentoring relationships—empathy, trust, mutuality—despite variability in the maturity and social distractibility of the teenage mentors.
Dealing with the social-emotional effects of the COVID-19 pandemic: School administrators’ leadership experiences in Texas, USA
(SAGE Publications, 2024-05-22) Okilwa, Nathern S. A.; Barnett, Bruce
The onset of COVID-19 in March 2020 presented unprecedented disruption to the education systems across the globe. Given that school leaders were at the forefront of guiding schools during the tumultuous times, the purpose of this article is to highlight the aftereffects of the COVID-19 pandemic on schools and examine how school leaders addressed these challenges, particularly the lingering social-emotional disruptions the students and teachers are experiencing. This qualitative study utilized an online survey to collect the perspectives of South Texas school leaders on the challenging circumstances of the COVID-19 pandemic. The findings are organized by: leadership experiences during the COVID-19 pandemic (lessons learned and critical practices), additional knowledge and skills (social-emotional well-being, resources to address social-emotional well-being, and parental engagement), and suggestions for preparation programs (students’ social-emotional learning (SEL) and teachers’ well-being). The scale of emerging pandemic-related challenges has left school leaders scrambling to seek innovative approaches to maintain a safe and orderly teaching and learning environment. Implementing SEL for students and educators seems to hold promise.
Design and Development of Augmented Reality Engineering Expeditions - Innovations in Online Engineering Education
(American Society for Engineering Education, 2021-03-24) Martinez Ortiz, Araceli; Spencer, Bobbi J.; Rojas, Cindy
This paper presents a framework for the design of augmented reality expeditions in engineering education settings to motivate student learning of engineering fundamentals and careers. The impact of social distancing has been significant for students of all ages and there is a great need for additional and creative online learning resources. The engineering field has an opportunity to not only motivate and support student learning, but to do so by featuring the very innovative nature of engineering as a tool to develop those experiences. A case study regarding the development of NASA-themed aeronautics virtual tours and virtual field trips highlights the capabilities of various software technologies and offers design considerations. The three developed virtual expeditions serve as an opportunity to engage and educate high school and university students. A research plan to collect student feedback on these experiences is also presented.
Development And Implementation Of Challenge Based Instruction In Statics And Dynamics
(American Society for Engineering Education, 2010-06-20) Freeman, Robert; Vasquez, Horacio; Knecht, Martin; Martin, Taylor; Fuentes, Arturo; Walker, Joan; Martinez Ortiz, Araceli
This paper discusses challenge-based instructional (CBI) materials developed for courses in Statics and Dynamics. This effort is a component of a funded College Cost Reduction and Access Act (CCRAA) grant from the Department of Education, and focuses on student retention and development of adaptive expertise. Studies have shown that minority science, technology, engineering, and math (STEM) students leave STEM undergraduate fields in part due to lack of real world connections to their classroom learning experiences. Furthermore, in STEM fields the conventional approach is to teach for efficiency first and for innovation only in the latter years of the curriculum. This focus on efficiency first can actually stifle attempts at innovation in later courses. Our response to these issues is to change the way we teach. CBI, a form of inquiry based learning, can be simply thought of as teaching backwards. In this approach, a challenge is presented first, and the supporting theory (required to solve the challenge) second. Our implementation of CBI is built around the How People Learn (HPL) framework for effective learning environments and is realized and anchored by the STAR Legacy Cycle, as developed and fostered by the VaNTH NSF ERC for Bioengineering Educational Technologies. The developed materials are a result of collaboration between faculty members at the University of Texas-Pan American (UTPA) and South Texas College (STC), a two year Hispanic Serving Institution (HSI).
Early Internships for Engineering Technology Student Retention: A Pilot Study
(American Society for Engineering Education, 2016-06-26) Sriraman, Vedaraman; Spencer, Bobbi J.; Talley, Kimberly Grau; Martinez Ortiz, Araceli
Research in engineering technology major retention suggests that early internships present an outstanding opportunity for freshman and sophomore students to engage, socialize and learn in communities of practice and to “discover” the link between theory and practice early in their academic tenure, leading to a consequent improvement in retention rates. At xxxx State University, the traditional senior level capstone internship program was reengineered and converted into a sophomore level program with minimal prerequisites so as to enable sophomore level engineering technology students to participate early in the internships, explore their majors and undergo experiential learning in the world of practice in their chosen disciplines. The motivation for this project came from onsite internship industry interviews and our industrial advisory boards which strongly suggested that early, “immersion” type industrial experiences would prepare students to become better learners. This conversion coincided with the strategic imperatives that stemmed from a university wide second year STEM major retention effort. This latter effort culminated in a four year NSF funded project, of which the early internships are a module. This paper describes the internship program reengineering effort, the details of the early internship program implementation and aspects of how the program is facilitating the assessment of student learning outcomes for ABET and other accreditation processes. The paper concludes with preliminary results that were harvested from the pilot implementation in Summer 2015 and with directions for future work.
The Embodiment of Thought and Language when Performing a College Essay Revision
(Office of the Vice President for Research, 2018) Duran, Eliana; Hoy, Kelly; Horowitz, Rosalind; Wilburn, Marcy; Gonzales, Jessica
Engaging Students in Sustainability Education and Awareness of Green Engineering Design and Careers through a Pre-Engineering Program
(American Society for Engineering Education, 2015-06-17) Martinez Ortiz, Araceli; Asiabanpour, Bahram; Aslan, Semih; Jimenez, Jesus Alejandro; Kim, Yoo-Jae; Salamy, Hassan
A framework for an active learning summer program for middle school students is presented along with survey instruments and pre and post program data regarding student attitudes and awareness of sustainable design issues and career motivation in the field. This summer program was designed to attract students, especially from underrepresented groups, into early motivating experiences in the engineering fields and to increase their awareness of concepts and careers in renewable energy, and green engineering design principles and technologies. Twenty-four students from a low social economic school district were provided the opportunity to experience many state of the art engineering technologies at the university’s school of engineering and to learn from a diverse group of knowledgeable mentoring faculty. In the week-long program, students were involved in hands-on engineering and renewable energy activities appropriate to their age and knowledge. Topics covered included: the engineering design process, CAD solid modeling, 3D Printing and water jet cutting, hands-on assembly, renewable energy resources for homes, sustainable site selection, and water efficiency principles. Using project-based learning, student teams participated as designers of their own green home models by integrating their learning of renewable energy use, conservation practices, and appropriate design and material selection. Pre and post surveys revealed increases in student awareness of general engineering and renewable energy concepts as well as increased interest in pursuing engineering careers.
Engineering Outreach: Ambassador Girls Empowering Girls in the Field
(American Society for Engineering Education, 2020-06-22) Hug, Sarah; Eyerman, Suzanne; Fletcher, Trina L.; Martinez Ortiz, Araceli; Soltys, Michael A.
The EngineerGirl Ambassadors program is designed to recognize, support, and promote high school girls who intend to give back to their community through youth outreach activities. In its second year, the program is an extension of the National Academy of Engineering’s “EngineerGirl” online community, established in 2001. EngineerGirl Ambassadors apply in the spring for acceptance to the program in the fall and attend the Society of Women in Engineers (SWE) conference with a local adult sponsor to participate in professional development. The Ambassadors program emphasizes the “Five Cs” of youth development: confidence, connection, competence, character, and caring/compassion. Trainings for the Ambassadors relate to multiple aspects of informal STEM education, including recruitment, activity selection, problem based learning, and effective questioning. Ambassadors also attend the traditional SWE events, such as keynote talks, the outreach expo, and programming centered on developing leadership qualities. High school Ambassadors develop programming, partner with community leaders such as school administrators, librarians, and nonprofit leaders to secure venues for their youth-focused activities and receive a modest sum to purchase materials for programs. The Ambassadors recruit participants with an emphasis on middle school students who are underrepresented in engineering (female students, as well as students who identify as Native American/Pacific Islander, African American/black, and LatinX/Hispanic), utilizing school and community connections to reach middle school students (e.g., asking former middle school science teachers if they can recruit in their classrooms). Upon the completion of their programs, they assist in survey data collection for the evaluation team, and a selection of participants are observed. Ambassadors are encouraged to return to the SWE conference the following year through SWE-funded awards, so they can serve as role models to newly selected Ambassadors. Program evaluation includes participant observation, survey data collection and analysis of Ambassador’s participants, interviews with Ambassadors and sponsors, and (in year two) surveys of sponsors and Ambassadors directly following the SWE conference experience. Ambassadors described increased confidence in engineering, and stronger connection to a network of like-minded young women. Results indicate youth attending outreach activities run by Ambassadors increased their interest in engineering (88%), know more about what engineers do (91%), know the engineering design process (84%), and feel increased belonging to a group interested in the field (87%). Program formative and summative evaluation uncovered multiple challenges and worked with the program director, staff, and the steering committee to address challenges, such as coordinating travel with youth participants, selecting with equity and diversity in mind, balancing innovation with “field tested” outreach programs, and coaching at a distance throughout the academic year. Challenges and successes will be addressed at length in the full paper, for example, the authors will describe the rubric development and refinement process in detail, including how changes may have supported a focus on equity in the selection process.

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