

**Introductions by** [Natalie Downer](https://www.underline.io/speakers/60034-natalie-downer) and [Shanta Outlaw](https://www.underline.io/speakers/58202-shanta-outlaw)




Welcome and Introduction of Presenters



**Speakers**:  [NaTashua Davis](https://www.underline.io/speakers/58121-natashua-davis), [Anthony DePass](https://www.underline.io/speakers/58204-anthony-depass), [Terrell Morton](https://www.underline.io/speakers/58119-angela-ebreo), [Angela Ebreo](https://www.underline.io/speakers/58119-angela-ebreo), [Michael Garcia](https://www.underline.io/speakers/58127-michael-garcia), and [Al Dabiri](https://www.underline.io/speakers/106387-mohammadali-(al)-dabiri)

This session introduces the SOSI institute along with providing an overview of the history of STEM programs focused on broadening participation, including: strengths and weaknesses of existing program designs, enhancing effectiveness through evaluation and community building, and existing challenges with generating and disseminating scholarship. 


How We (STEM Programs) Got Here



**Speakers**:  [Michael Garcia](https://www.underline.io/speakers/58127-michael-garcia), [Shanta Outlaw](https://www.underline.io/speakers/58202-shanta-outlaw), [Anthony DePass](https://www.underline.io/speakers/58204-anthony-depass), [Angela Ebreo](https://www.underline.io/speakers/58119-angela-ebreo) and [Natashua Davis](https://www.underline.io/speakers/58121-natashua-davis)

**Round Robin** - Individual presentations from institute participants regarding the status of their existing or planned program objectives, theories of change, measures, and activities related to publications.



Where We (SOSI Institute Attendees) Are



This session provides a general understanding of Social Cognitive Career Theory and yields a broad overview of its core components specific to how this framework can be used to support STEM programming design, as well as generate and disseminate research in ways that view student identities as assets for their STEM engagement. 

**Speaker**:  [Michele Randolph](https://www.underline.io/speakers/106384-michele-randolph)

**Title of Presentation:**  Strengths-based Applications of Social Cognitive Career Theory: STEM intervention Program Design, Evaluation and Research

**Abstract:**  Existing STEM interventions embedded in traditional student persistence models may overlook critical considerations for historically underrepresented students who bring multiplicative strengths, talents, abilities, and perspectives to STEM learning environments. Applying Social Cognitive Career Theory (SCCT) to STEM interventions may help to addresses limitations in existing frameworks on student persistence with key socio-cognitive motivational and contextual mechanisms that promote successful STEM outcomes. Workshop participants will collaborate and discuss considerations for multilevel strengths-based strategies on STEM intervention program design, evaluation, and research, within a SCCT framework.



Theoretical Frames I SCCT = Session 1



This session provides a deeper dive into Social Cognitive Career Theory, leveraging a critical approach to the framework to demonstrate how it can be used to enhance STEM programming and generate and disseminate research from a perspective that accounts for students’ identities as a strength or asset for their engagement. 

**Speaker:**  [Lisa Flores](https://www.underline.io/speakers/104640-lisa--flores)

**Title of Presentation:**  Social Cognitive Career Theory: Applications for Career Development Practice and Research

**Abstract:**
This presentation will provide an overview of one of the most popular career development theories today: Lent, Brown and Hackett’s (1994) social cognitive career theory. In addition, the presentation will review SCCTs successors: the social cognitive model of work satisfaction and well-being, an integrative social cognitive model of academic adjustment, and the social cognitive career self-management model. After reviewing each of the social cognitive based theories, the presenter will discuss how SCCT can be applied in counseling to promote academic and career outcomes for students from underrepresented groups in STEM. The presentation will use a critical lens to examine the utility of SCCT in understanding the STEM academic and career experiences of individuals from a diverse range of backgrounds.

[**Click here for Presentation Resource 1**](https://drive.google.com/file/d/1guUA6NRsMV4nqy60h1KgSiwp3XqoXvXh/view?usp=sharing)

[**Click here for Presentation Resource 2**](https://drive.google.com/file/d/1VtIQuQJpT45kAR46mndK9whZ2vJT0Ed2/view?usp=sharing)

[**Click here for Presentation Resource 3**](https://drive.google.com/file/d/1cJe3QsrS4xzkYJEON9ko40E2UJ-dne6E/view?usp=sharing)




Theoretical Frames I SCCT = Session 2

This session provides a general understanding of Community Cultural Wealth, yielding an overview of the six forms of capital outlined and how they can be used to support STEM programming design as well generate and disseminate research related to these endeavors. 

**Learning Objectives:**
 1. Gain a better understanding of the community cultural wealth framework and of how it can be used to design STEM programming and generate research, and
 2. Brainstorm how to transform their own STEM programming and research in a way that recognizes the resources and capital that underrepresented students bring with them.

**Speaker**: [Lydia Bentley](https://www.underline.io/speakers/105541-lydia-bentley)

**Title of Presentation:** Community Cultural Wealth: An Introduction 

**Abstract:** In this interactive workshop, participants will be introduced to the community cultural wealth framework which outlines six forms of resources or capital which underrepresented learners can bring with them to STEM spaces. These categories of capital include the following: (1) aspirational, (2) linguistic, (3) navigational, (4) social, (5) familial, and (6) resistant. The presenter will share practical examples of how to employ this framework in STEM programming design. In addition, participants will be able to discuss in small groups as they brainstorm ways to transform interventions with a better understanding of the varied assets that underrepresented students contribute.

Theoretical Frames II CCW - Session 1



This session provides a deeper dive into the core philosophical principles of Community Cultural Wealth to demonstrate how the underlying premises of CCW can be used to enhance STEM programming and generate and disseminate research through processes that focus on re-envisioning the norms and values of STEM and their impact on student engagement. 

**Speaker**: [Terrell Morton](https://www.underline.io/speakers/58133-terrell-morton)

**Title**:  Applying Community Cultural Wealth to STEM Programming Research and Design: Understanding CCW's Foundations and Core Components and How they Drive a Critical, Asset-Based Approach

[**Click here for Pre-Conference reading**](https://drive.google.com/file/d/17IcUB_NStbYJxdWRtWjc7NRIPtEegJhX/view?usp=sharing)




Theoretical Frames II CCW - Session 2



This session provides a general understanding of PVEST and its core components, demonstrating how PVEST can be used to enhance STEM programming as well as generate and disseminate research related to this endeavor. 

**Speaker**:  [Cheryl Talley](https://www.underline.io/speakers/105371-cheryl-talley)

**TItle**: PVEST: A resistence and resilience meta-theory

**Abstract**:  Historically the investigation of educational achievement gaps have elucidated the "what" of the problem but not the "why."   One problem is the lack of a theoretical approach that is broad enough to encompass the physical, social and emotional context of a particular measurable outcome. The Phenomenological Variant of the Ecological Systems Theory is presented here as a meta-theory, in which content and context can be examined from a resilience rather than deficit lens. 

[**Click here for Pre-Conference Reading 1**](https://docs.google.com/document/d/1ITMcclVxrkOJyT2CCA51kJN7hdN58JP7H2N83bNSavM/edit?usp=sharing)

[**Click here for Pre-Conference Reading 2**](https://docs.google.com/document/d/14IxLhSJ-AtpCjbOn46cMDUEZvcE96gBbQVefz27awH4/edit?usp=sharing)





Theoretical Frames III PVEST - Session 1



This session provides a deeper dive into the core philosophical principles of Community Cultural Wealth to demonstrate how the underlying premises of CCW can be used to enhance STEM programming and generate and disseminate research through processes that focus on re-envisioning the norms and values of STEM and their impact on student engagement. 

**Speaker**:   [Terrell Morton](https://www.underline.io/speakers/58133-terrell-morton)

**Title**:  A Dive into the Ins and Outs of PVEST and its Application for STEM Programming Research and Design

[**Click here for Pre-Conference reading**](https://drive.google.com/file/d/1iQCni9_DlO0ARoYLg2hk1O6dXaMLe_z0/view?usp=sharing)




Theoretical Frames III PVEST - Session 2



**Speakers**:  [Anthony DePass](https://www.underline.io/speakers/58204-anthony-depass), [Angela Ebreo](https://www.underline.io/speakers/58119-angela-ebreo), [Jason Wiles](https://www.underline.io/speakers/106386-jason-wiles)

This session will present an overview of the relationship between program objectives, activities, and the appropriate measures to assess them qualitatively or quantitatively. The overview will also demonstrate how desired outcomes can influence program design using a reverse logic model approach. Two concurrent breakouts will further explore qualitative methodology, and the validation and reliability of measures.



Measures 

<center>Louis Stokes Regional Center of Excellence for the Study of STEM Interventions<center>

<CENTER>Translating Critical, Strengths-Based Conceptual Frameworks to STEM Programming Design & Dissemination<CENTER>


 **Sponsored in Partnership by:**
 National Science Foundation, Understanding Interventions, University of Michigan and University of Missouri
 
 
 		
	
Dear Colleagues,

Welcome to the inaugural Louis Stokes Regional Center of Excellence for the Study of STEM Interventions ‎‎(LSCRE ‎‎‎‎SOSI) Summer Institute. SOSI is an NSF funded initiative that reflects a collaboration of STEM and STEM Education Scholars ‎and Program Administrators from the University of Missouri-Columbia, Understanding ‎Interventions, Inc., and the University of Michigan.‎ We offer training and development for STEM program administrators, faculty, and other ‎stakeholders ‎in critical, strengths-based theories and evidence-based practices. Key to our work is providing the tools and avenues for our participants to inform their practice and contribute to the body of translational research that facilitate ‎underrepresented students’ success in STEM. Beyond the Summer Institutes, SOSI, through the Understanding Interventions Index, supports resources for access to the STEM research-to-practice translational literature, a database of journals that publish these works, relevant published measures, and the Understanding Interventions Journal as an outlet for dissemination. This work also extends to webinars and workshops held throughout the year as an integral part of the collaboration between SOSI and its partners. 

This 2021 Summer Institute is designed to address participant needs across a range of experience in our concurrent sessions. Concurrent Sessions 1 are tailored for those of us who have professional training outside the social and behavioral sciences but are looking to develop proficiency, scholarship, and utilize methodologies that test theories like Community Cultural Wealth (CCW), Phenomenological Variant of Ecological Systems Theory (PVEST) and Social Cognitive Career Theory (SCCT). Concurrent Sessions 2 are tailored to those with some experience in these areas and are looking to engage more deeply. Some sessions like those that address measures, implementation, and outcomes will be joint. For the current topic sessions, participants will not be limited a specific concurrent session but will have the flexibility to attend the session that they feel most appropriate to their level of experience. 

We look forward to an exciting and productive institute as we all leverage our varied experiences, perspectives, and ideas to this growing community of practice. We would also like to extend our deep gratitude to the National Science Foundation for its generous support of this work.


Best,

SOSI Leadership Team

SOSI Virtual Summer Institute 2021

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