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SOSI Virtual Summer Institute 2021

Where We (SOSI Institute Attendees) Are

Computational creativity is the art, science, philosophy and engineering of computational systems which, by taking on particular responsibilities, exhibit behaviours that unbiased observers would deem to be creative. As a field of research, this area is thriving, with progress in formalising what it means for software to be creative, along with many exciting and valuable applications of creative software in the sciences, the arts, literature, gaming and elsewhere.

The ICCC conference series organized by the Association for Computational Creativity since 2010 is the only scientific conference that focuses on computational creativity alone and also covers all aspects of it.


ICCC'20

The ICCC conference series organized by the Association for Computational Creativity since 2010 is the only scientific conference that focuses on computational creativity alone and also covers all aspects of it.
Computational creativity is the art, science, philosophy and engineering of computational systems which, by taking on particular responsibilities, exhibit behaviors that unbiased observers would deem to be creative. As a field of research, this area is thriving, with progress in formalizing what it means for software to be creative, along with many exciting and valuable applications of creative software in the sciences, the arts, literature, gaming and elsewhere.



live discussion

<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

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.

Strengths-based Applications of Social Cognitive Career Theory: STEM intervention Program Design, Evaluation and Research

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.

Social Cognitive Career Theory: Applications for Career Development Practice and Research

Community Cultural Wealth: An Introduction

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.

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