Academic achievement

, 22

Academic and social deficiencies

, 3–4

Academic honesty

, 207

Academic STEM practitioners

, 28

Acculturation

, 44

ACL. See active-collaborative learning (ACL)

Active-collaborative learning (ACL)

, 213

Active-learning computational activities

, 239

Active-learning Day

, 39

Activity structure

, 191

Administrative policy

, 175

African American communities

, 23

African American telecommunication

, 103–104

Afrodescendiente

, 41

Agent-based models

, 40

Aggressions

, 34

Algorithm-generated multimedia with cultural context

, 252

American Chemical Society

, 38

American educational systems

, 16

American Society for Microbiology

, 38

Android phones

, 192

Animations

, 64–65

Annotation

, 142–143

Annotators

, 142

Anti-religious sentiments

, 55

Apostolic communities

, 55

Aptitude

, 191–192

Architecture

, 251

Arduino micro controllers

, 78–79

Artificial Intelligence (AI)

, 78

Arts and humanities

, 2

ASCII beep character

, 217

Asian American and Native American Pacific Islander Serving Institution (AANAPISI)

, 74

Association of American Colleges and Universities (AAC&U)

, 2, 229

TIDES Institutes

, 106

TIDES program

, 219

Association of Technology and Social Sciences

, 148

Attitudes

, 191–192

Authenticity

, 89–90

Balanced teaching pedagogy

, 24

Batch-processing capabilities

, 144

Beat Creator

, 222

Big Data

, 230–231, 239

Binary number system and computational methods

, 104

Biology–CS learning community

, 194

BitBucket

, 253

BitPim

, 104–105

Bivariate correlations

, 264

Black Lives Matter

, 116

Black, mixed-race spectrum

, 41

Black Puerto Ricans

, 34

Blended teaching and learning approach

, 119–120

Blues

, 220

Borough

, 74

Breakpoint

, 121

‘Bro-gramming’

, 60

Bystander effect

, 100

Calculus

, 251

California State University, Northridge (CSUN)

, 218

COMP

, 110, 218–219

culturally responsive content development

, 220–223

gender gap

, 224

minority-serving institution (MSI) status

, 218

peer mentors

, 225

underrepresented minority women campus

, 218

YouSpeak

, 224–225

Campus-based professional development

, 67

Campus-based project

, 262

Campus initiative goals and boundaries

, 27

Campus leadership

, 137

Campus-project-level data

, 262

Campus-wide teaching symposium

, 213

Caring, CRT

, 162–163

Catholic cultural expectation

, 55–56

C. elegans, quantitative analysis

, 143–145

CGP. See Cybernetic Girls Can Be Pinky (CGP)

Challenging introductory courses

, 103

Challenging us to change

changes in students’ computer attitudes

, 197

CS results across institutions

, 195–196

learning community background

, 188–189

partner institutions

, 193

process oriented guided inquiry learning (POGIL)

, 189–190

TIDES community

, 187

Westminster

, 190–192

Westminster College

, 187–188

Westminster results

, 194–195

CHEM

, 111, 192, 194

Chemistry–CS learning community

, 192

CienciaPR

, 41

Class enrollment

, 107

Classification accuracy

, 144–145

Class-restricted pathways

, 17

Classroom

discussions

, 139

facilitation

, 190–191

management

, 252

management software

, 205–206

pedagogy

, 64

Classroom-based research experience (CRE)

, 138–139

Closing the Achievement Gap Task Force (CAGTF)

, 155

CMPT

, 140, 192

CMSC

, 203, 163

Codecademy

, 179

Coding

, 78

experiences

, 25

Collaborative learning into classroom

, 61

Collectivism

, 24

Color-blind racial attitudes

, 42

Colorism

, 41

Combined online and classroom teaching

, 119

Commitment

, 74–75

Common Academic Program

, 54

Common Academic Program (CAP)

, 58–60

Communalism

, 25

Community

, 59

service learning

, 223

Community co-learning

, 9

“Components of Academic Mindset” model

, 156

COMP110 TIDES@CSUN course

, 225

Computation

, 239

Computational art history module implementation

, 140–142

Computational Data Science (CDS)

, 230

certificate program

, 233–234

tools

, 229, 237, 240

Computational notebook

, 120

Computational sciences (CS)

, 36–37

Computational Studies of Speech Production and Perception

, 80

Computational thinking

, 239

Computer analysis module

, 139

Computer and mathematical sciences engagement

faculty development

, 253

graphing techniques

, 254

hands-on, music-related classroom activities in CS1

, 253–254

implementation

, 252–253

institutional context

, 250

introduction and background

, 250–252

reflections

, 249–250

robotics

, 254–256

Computer Attitude Questionnaire

, 195–196

Computer for Technical Majors

, 251

Computer literacy

, 239

course

, 41

Computer Organization

, 251

Computers and the Human Mind

, 80

Computer science

baccalaureates

, 3

enrollment

, 58

faculty

, 139

Computer Science Department

, 88

Computer Science Freshmen (CASF)

, 195–196

Computer Science I (CS I) course

, 202

Computer Science on Florham Campus

, 108

Computer Sciences certificate program

, 244

Computers role in science and medicine

, 192

Computing

, 78

Conceptualization

, 26

Contemporary US educational strategies

, 15–18

Content delivery

, 69

Content development, culturally responsive

, 220–223

Context information

, 121

Controlling registration

, 80–81

“Cookbook” experiments

, 137

Co-principal investigators

, 175

Core curriculum

, 137

CPS

, 150, 65–66

CPS

, 151, 66

C4Q (Coalition for Queens)

, 87

Craps

, 220

CRE. See classroom-based research experience (CRE)

“Creative Media Applications”

, 64

Critical consciousness

, 22

Critical evaluation of our times

, 59

Critical intelligence

, 159

Critically conscious learners

, 22–23

Critical thinking

, 36

CRT. See culturally responsive teaching (CRT)

CS35

, 179

CS4ALL

, 87

CSCI

, 100, 89–90

grade distributions for

, 84

CSCI 1205

, 103, 105, 107

CSCI 2215

, 103–104, 107

CS0 courses

, 196

CS education

, 91

CS for Insight (CS35)

, 179

CS-interdisciplinary psychology module

, 142

CS POGIL activities

, 191

CS results across institutions

, 195–196

Cultural change

, 70

in classroom

, 62

Cultural competence

, 66, 165, 230

Cultural congruity

, 44

Cultural constructs

, 44

Cultural diversity

, 221, 250

Cultural hegemony

, 17

“Cultural iceberg” model

, 156

Culturally competent learners

, 22–23

Culturally congruent approach

, 25

Culturally responsive approach

, 147

Culturally responsive computational science

art history, quantitative analysis

, 139–142

biology and computer science module

, 143–145

evaluation method

, 145–146

evaluation results

, 146

implementation

, 138–139

participants

, 145

psychology and computer science module

, 142–143

Culturally responsive pedagogy (CRP)

, 4, 18–20, 263

centers

, 20

characteristics

, 20–21

diverse learners

, 22

faculty members view

, 23

faculty role

, 21–22

power of

, 21

Culturally responsive strategies, addressing recruitment

, 115–117

background

, 119–120

computation

, 118

computational modules

, 120–123, 126

faculty workshops

, 123–127

participant feedback

, 128

TIDES activities, participation in

, 118

Culturally responsive teaching (CRT)

, 66, 68–69, 230, 250

accessible

, 158–159

application

, 159–160

background and significance

, 155–156

concept of culture

, 156

conceptualization

, 154

cultural factors

, 154

cultural sensitivity and responsiveness

, 154

impact on faculty

, 161–162

impact on students

, 162–164

implementation deltas

, 160–161

implementation/methodology

, 156–157

implementation pluses

, 160

operational definition

, 155–156

relevant

, 157

results

, 161

scholarly influence

, 156

TIDES journey

, 165–166

Culturally responsive teaching principles (CRTP)

, 237, 244

Culturally sensitive content

, 147

Culturally sensitive pedagogies

, 77

Cultural makeup

, 158

Cultural responsiveness

, 7, 11, 157

Cultural symbols

, 33–34

Cultural variation

, 69

Culture

, 25

and musical traditions

, 221

CUNY

, 76, 87

CUNY-Cornell Tech-Verizon initiative

, 87

Curriculum

community property

, 66–67

redesign

, 205–206

Cyberlink Brain Body Interface

, 104

Cybernetic Girls Can Be Pinky (CGP)

activities

, 37

curriculum revamping

, 40–41

faculty development activities

, 41–42

gender inequities

, 38

implementation/methodology

, 37–39

programming workshops in different languages

, 40

quantitative analysis and critical thinking

, 39

science interests and perceptions survey

, 39–40

student empowering program outcomes

, 42–44

Women in Science undergraduate course

, 40

Cybernetic Girls Program (CGP)

, 36

Data collection instruments

, 262

Deficit model

, 61

Deflection

, 42

Design-Make-Play

, 89

Developmental evaluation

, 261

Digital divide in society

, 192

Disaggregating data power

, 90

Discover–Adjust–Assess process

, 155, 158–161

Discussion leaders

, 125

Diversity

, 59

in computer science

, 136

and inclusion

, 55

“Dysfunctional illusions of rigor”

, 124

EarSketch for Promoting Learning in SCISEL Courses

, 252–253

EarSketch Python library

, 253–254

Ecology

, 40

Ecology Society of America

, 38

Educational pursuits

, 55

Education curriculum

, 75–76

Effective responses

, 191

Electronic Portfolio (E-portfolio)

, 252

ELITE

, 160

Employed culturally responsive pedagogies

, 16–17

E-portfolio

, 122

Equity through access to computer science learning

background and significance

, 177–178

ethnic and racial backgrounds

, 176

faculty believe

, 176

implementation/methodology

, 178–179

MECHANISM program

, 182–183

results

, 179

Ethnic and racial groups

, 75

Ethnic identity

, 44

Ethnicity

, 76

Ethnographer

, 159

Eurocentric cultural mores and thoughts

, 16

Eurocentric epistemology

, 18

Evidence-based professional development

, 259

Evidence-based rational approach

, 91

Evidence-based strategy

, 61

Exercises

, 121–122

Experienced faculty

, 125

Experienced teacher-scholars

, 60

Experience, social-professional cohesion

, 66

Extreme Science and Engineering Discovery Environment (XSEDE)

, 230–231, 235, 237

Facebook status updates

, 142

Face-to-face classroom instruction

, 119

Facilitators

, 125

Faculty

, 60

development

, 41–42, 252–253

focus groups

, 67

indifference

, 4

Faculty culture, changing

background and significance

, 58–62

implementation and methodology

, 62–67

institutional challenges and responses

, 56–58

mission and catholic identity

, 54–56

results

, 67–68

Fairleigh Dickinson University (FDU)

, 97

Faith traditions

, 59

Fayetteville State University (FSU)

, 249–250, 252

Feedback

from students

, 67

on workshop

, 127

Feelings of isolation

, 2

Festival of Computer Science

, 220, 225–226

“Fishbowl” exercise

, 116

Fixed mind-set

, 124

Fixing the student

, 61

Fostering an environment for all students to succeed

background and significance

, 102–103

class enrollment

, 107

CS concepts and real-world systems

, 111

female and minority students percentage

, 108

grades

, 110–111

graduation rates

, 109–110

inherent learning difficulties

, 112

TIDES course enrollment

, 108–109

underrepresented minority (URM) students

, 111

women and minority students

, 111

Frequent lowstakes assessments

, 112

Freshman Year Initiative (FYI) program

, 79–80

FSU. See Fayetteville State University (FSU)

Full-time faculty member

, 189

GDrive

, 253

Geek culture

, 136

Gender

, 76

gap and music

, 223–224

imbalance

, 60

inequities

, 40

General Chemistry/Computer Science learning community

, 189

Generation computing

, 219

Geographical information systems (GIS)

, 40

Girls Who Code and Black Girls Code

, 87

GitHub

, 253

Global knowledge economy

, 16

Grades

, 110–111

Graduation data assess

, 62

Graduation rates

, 109–110, 135

Graphics-based lab projects

, 66

Graphing techniques

, 254

GraphPad QuickCalcs

, 143

Graphs vs. recordings

, 255

Greco-Roman philosophy

, 17

Grit and self-efficacy

, 102

Growth mind-set

, 124

Guess the Genre

, 222

Guess the Note

, 222

Guided inquiry materials

, 189–190

Hands-on, music-related classroom activities in CS1

, 253–254

Harvey Mudd College

, 179

Hidden but accessible truths

accessible truths

, 89–90

background and significance

, 76–79

course recruitment, pedagogy, and outcomes

, 79–82

ethnicity estimates for populations

, 75

evangelizing

, 86–88

group work

, 83

implementation

, 79

learning focus

, 82

projects

, 83–84

student feedback

, 82–83

TIDES community of practice

, 88–89

TIDES continue to Ebb and flow

, 84–86

High-frequency low-impact testing

, 207–208

Hip-hop

, 220

Hispanic Serving Institution (HSI)

, 35, 74, 218

Historically Black College and University (HBCU)

, 229, 233

Historically Black Colleges and Universities — undergraduate program (HBCU-UP)

, 249

Homogeneousness

, 34

Horizontal aggressions

, 34

“The Hub”

, 160–161

Human–computer interaction

, 102, 104

Human Genetics/Computer Science learning community

, 188

Humanities

, 148

courses

, 137–139

faculty

, 139

Huynh, Virginia

, 223

Hybrid learning

, 119

Implicit bias

, 34, 174

Impostor Syndrome

, 34–35, 124, 204

Improving facilitation

, 191

In-class activities

, 206

In-classroom/active learning approaches

, 201–202

In-class social cohesion

, 64

Inclusive teaching

, 118

Indio

, 41

Individual introspection

, 9

Industry Standard Architecture (ISA) systems

, 122–123

Information and intelligence students

, 83

Information manipulation

, 78

Information Science and Systems (INSS)

, 241

Information theory

, 78

Inherent learning difficulties

, 112

Inquiry-based pedagogy

, 61

Inquiry learning

, 112

Institutional readiness

, 6–7

Instructional congruency

, 24

Instruction modules, culturally responsive

, 223

Instructor as facilitator

, 189

Integrated STEM Academic Success (ISAS) program

, 249

Integrated vs. individualized cultural framework

, 24

Intellectual capabilities

, 20

Intellectual property messages

, 207

Interests

, 191–192

“Investigative computing” skills

, 179

Invisibility

, 2

IrfanView

, 144

Joint Committee on Standards for Educational Evaluation

, 236

“JupyterDayPhilly: Transformative Teaching with the Jupyter Notebook”

, 120

JythonMusic Environment

, 254

K-12

, 17, 87

school settings

, 41

Kate Winter Evaluation (KWE)

, 259

KEEN network

, 60

Khan Academy

, 251

Lack of belongingness

, 2

Latino stuff

, 33–34

Lawrence Technological University

, 136–137

Leadership

capabilities

, 40

support

, 68

Learning

, 174

communities

, 191

community background

, 188–189

community pairings

, 188

cycle approach

, 189

environments

, 62

objectives

, 191

teams

, 189–190

Learning Teaching Center (LTC)

, 68

Liberal education

, 2–3

Liberty indoctrination

, 16

Life flexibility

, 36–37

Linear algebra

, 256

Low-stakes assessments

, 105

Lyrics Processing

, 222

Machine learning system

, 144–145

“Machista”

, 44

Macro-aggressions

, 34

Male-oriented stereotypes

, 78

Male registrants

, 80

Marginalization

, 2

Marianist

, 54–55

education

, 59

Matched-comparison t-tests

, 264

Math

, 251

Measurement and assessment

, 259–260

analysis

, 264

evaluation framework and structure

, 261–262

evaluation limitations

, 269–271

methods and data

, 262

outputs, outcomes, and evaluative findings

, 265–269

project fidelity

, 260–261

TIDES-level metrics collected directly

, 262–263

TIDES-level metrics collected indirectly

, 264

Mediators

, 21–22

Mentors Enable, Connect, Help, Advocate, Nurture, Intervene, Sustain, and Motivate (MECHANISM)

, 182–183

Me Too movements

, 116

Mexican music

, 220

Microaggressions

, 34, 118, 174

Middle-class cultural values

, 19

Minimization

, 42

Minority and non-minority students

, 56

Minority-serving institution (MSI)

, 218

Mission and catholic identity, faculty culture

, 54–56

Mission-level commitments

, 3

Mixed-race spectrum

, 41

Model minority

, 174

Montgomery College (MC)

, 154–155

Morgan faculty

, 229

Morgan State University (MSU)

, 229, 233–235

Morgan TIDES Program (MTIDES)

, 229–231, 233

activities

, 242

data collection methods

, 236–237

faculty

, 245

workshop

, 242

Mulato

, 41

Multiple programming languages

, 207

Multi-racial students

, 179

Multi-year retention

, 62

Music in programming

content development, culturally responsive

, 220–223

Festival of Computer Science

, 220, 225–226

gender gap

, 223–224

implementation/methodology

, 219–220

institutional context

, 218–219

instruction modules, culturally responsive

, 223

introduction/background and significance

, 219

peer mentors

, 225

reflection

, 217–218

YouSpeak classroom interaction system

, 218, 220, 224–225

Nanotechnology and its applications

, 104

NASA Swarmathon competition

, 255–256

National Academies Summer Institute for Scientific Teaching (NASIST)

, 232

National Council for Women & Information Technology (NCWIT)

, 113

Pacesetter School

, 198

National Science Foundation (NSF)

, 68

Scholarships

, 174

National Society of Black Engineers (NSBE)

, 220

National Treasure by the National Trust for Historic Preservation

, 233

Near-peer mentor program

, 220

NodeXL

, 241

Non-STEM faculty

, 236

Non-White individuals

, 42

North Carolina State University (NCSU)

, 202, 205

Number crunching

, 78

Office of Enrollment Management

, 57

Office of Institutional Research and Effectiveness (OIRE)

, 163

One-on-one research

, 98

Online statistical calculators

, 143

Open-source platform

, 120

Open-source programs

, 140

Open-source technology

, 120

Orchestrators

, 22

Organizational context

, 2–3

Organizers

, 21

Orientation sessions

, 80

OscIn and OscOut objects

, 254

Out-of-class lectures

, 209

Out-of-class outings

, 80

Out-of-class time

, 204–205

Parallelism

, 255

Parallel R

, 230

Participant feedback

, 128

Partner institutions

, 193

Pattern recognition algorithms

, 140

Peer mentors

, 225

Peer mentorship

, 227

Peer-to-peer interactions

, 239

Personal and cultural strengths

, 20

PHYLIP

, 144

Physical computing and personified feedback

, 252

Pitzer College

administrators

, 178–179

CS courses

, 178

faculty thought

, 176

individual perspective and approach

, 175–176

intercultural understanding

, 176

lower division computer science courses

, 181

multi-racial students

, 179

students ethnic and racial backgrounds

, 176

theory of social justice

, 176–177

upper division computer science courses

, 181

Pivotal Moments

, 182

POGIL. See process oriented guided inquiry learning (POGIL)

5-point Likert scale

, 145

Polling

, 191

Power and privilege

, 7

Practical wisdom

, 59

Pre-college education

, 17–18

Predator/prey relationships

, 43

Pre/post qualitative attitude surveys

, 210

President’s Council of Advisors on Science and Technology (PCAST)

, 234

Primarily white institution (PWI)

, 33

Prior accomplishments

, 20

Problem-based learning

, 103, 112, 137

Problem-solving skills

, 65, 261

Process oriented guided inquiry learning (POGIL)

, 189–191, 198

Process skills development

, 189

Pro-equity

, 43–44

Pro-female

, 43

Program Design and Implementation

, 251

Program Evaluation Standards

, 236

Programming

, 78

assignments

, 66

language

, 77

modules with programming concepts

, 222

Programming Methodology

, 251

Project-based learning

, 64, 66, 88

Project-based teaching

, 21

Project goals

, 265–266

Project Kaleidoscope (PKAL)

, 3, 38

Project Kaleidoscope Regional Network meetings

, 36

Project-oriented environment

, 137

Project-related activities

, 213

Pro-women

, 43–44

Prussian system in America

, 15–16

Pseudonyms

, 42

Puerto Rican ethnicity

, 34

Python programming language

, 120–121

QC Office of General Counsel

, 80

Quarter-based curriculum

, 201

Queens College (QC)

, 74

R

, 230

Racial and ethnic groups, cultural heritages of

, 20

Racial and structural inequities

, 4

Racist practices

, 42

Random Music

, 222

Random number generation

, 220

Rationalization

, 42

Recruitment and retention of underrepresented minority groups

implementation/methodology

, 236–238

institutional context

, 233–234

introduction/background and significance

, 234–235

reflection

, 229–232

results

, 238–244

Redesign using games programming

, 252

Reflection

, 12

prompts

, 122

Religious identity

, 55

Research assistantship

, 137–138

Retention rates

, 102

Reverse discrimination

, 42

Rhythm

, 220

Rhythmic-movement expressiveness

, 25

Robotics

, 254–256

with EZ-robots

, 104

Robotics Clubs

, 38, 42

Robustness

, 255

Salsa

, 220

Sankey diagram

, 85–86

Scalability

, 255

Scale of Words

, 222

Scales

, 220

SCALE-UP/Active-Learning teaching

, 213

SCALE-UP approach

, 202–205

Scholarship

, 59

Science, Technology, Engineering, and Mathematics (STEM) program

, 174

classrooms

, 1–2

education initiatives

, 89

employment

, 234

faculty

, 259

fields

, 219–220, 250

and non-STEM majors

, 244

Scientific skepticism

, 8

Scientist profile

, 121

Second-language program

, 155

Secure copy (SCP), open-source tools

, 140

Secure shell (SSH), open-source tools

, 140

Seeds for Success Workshops

, 42

Self-affirmation

, 99

theory

, 204

Self-assessment and reflection

, 214

Self-efficacy

, 7, 99, 164, 267

Self-managed learning teams

, 189

Self-paced learning

, 119

Self-reflection

, 7, 69

Semester-based academic calendars

, 201

Sensor network optimization

, 136

Similarity matrix

, 145

Sinclair Community College

, 57

“Sink-or-swim” mentality

, 199

Skin-color hierarchy

, 41–42

Social media, studying patterns in

, 142–143

Social-professional cohesion

, 66

Social responsibility for individual privileges

, 25

Societal baggage

, 77

Society for Toxicology

, 38

Society of Hispanic Professional Engineers (SHPE)

, 220

Society of Women Engineering (SWE)

, 220

Sociology/Computer Science learning community

, 189

Sociology–CS learning community

, 192, 194

Sophomore-level labs

, 126

Sound Recorder

, 222

Specialized recruitment

, 80

“Spinoff” professional development events

, 161

SSPT

, 60–61

S-STEM initiative grant

, 182

Staff facilitators

, 125

Statistical computing

, 238

STEM-literate citizenry

, 16

STEM-oriented mindset

, 148

STEM-related skills

, 76

Stereotype threat

, 118

Strengthening Computer and Information Sciences Engagement and Learning (SCISEL)

, 251

Strings To Beats

, 222

Student-Centered Active Learning Environment

, 202

Student-centered learning approach

, 189

Student-centered teaching

, 267

Student–faculty relationships

, 22

Student learning

outcomes

, 59

and retention

, 68

Students’

computer attitudes

, 197

confidentiality

, 42

cultural factors

, 158

engagement

, 57, 61

mastery

, 69

underperformance

, 19–20

Student Success and Persistence Team (SSPT)

, 56

Student–teacher relationships

, 23

Student teaching assistants

, 56

Survey of Music Technology

, 253

Systemic marginalization

, 3–4

Systems thinking

, 184

and project conceptualization

, 26–27

SYSTEMS VIEW of Program Evaluation

, 236

Tablets

, 192

Teacher–classroom interactions

, 244

Teacher–student relationship

, 156

Teaching introductory programming courses

, 101

Teaching scientific knowledge and skills

, 36

“Teaching to Diversity in CS” workshop

, 193

Teaching to Increase Diversity and Equity in STEM (TIDES)

, 4, 15, 229, 256–257, 262–263, 271

campus-based projects in

, 18

community of practice

, 28

contemporary US educational strategies

, 15–18

faculty teams

, 25

institutions

, 5

journey into the deep

, 9–10

journey into the unknown

, 7–9

journey into the world

, 10–11

professional development program

, 6–7

program-level objectives

, 6

race and gender of students impacted by

, 267

re-conceptualization

, 4

STEM faculty professional development domain

, 4

“Teaching Toolkit”

, 160–161

Teamwork skills

, 139

Tech Talent Pipeline (TTP)

, 87–88

Term project

, 122

Text to Melody

, 222

Theorized learning

, 20

“Think-pair-share” approach

, 83

Thought-provoking sessions

, 175

TIDES

community

, 187

Community of Practice

, 88–89

conference

, 100

learning communities

, 187, 194

TIDES courses

enrollment

, 108–109

interest in STEM

, 146

thematic focuses

, 145

TIDES@CSUN

, 217, 220

modules

, 222

TIDES Tribunal

, 29

Tiny Earth initiative

, 40

Tones

, 220

“Toolkit” of teaching ideas

, 160

Traditional educational tribalism

, 18

Traditional interpretation of students

, 157

Tribunal model

, 29

Tri-college community

, 119

Tri-College workshop

, 126–127

Trigueño

, 41

T-test score

, 143, 264

UD. See University of Dayton (UD)

Undergraduate research

, 137

Undergraduate STEM programs

, 36

Underperformance

, 19–20

Underrepresented groups

, 204

Underrepresented minority groups, recruitment and retention of

implementation/methodology

, 236–238

institutional context

, 233–234

introduction/background and significance

, 234–235

reflection

, 229–232

results

, 238–244

Underrepresented minority (URM) students

, 111

Underserved minority (URM)

, 218

Universal Design for Learning (UDL)

, 121

University of Dayton (UD)

, 63

base funding for targeted programs

, 55

curriculum changes at

, 59

faculty development

, 66

initiative

, 60

mission and catholic identity

, 54–56

problems at

, 56

religious identity

, 55

in STEM fields

, 57–58

teaching and learning importance

, 54

University of North Carolina (UNC) system

, 250

University of Puerto Rico in Humacao (UPRH)

, 33

University of Puerto Rico (UPR) system

, 35

Unofficial CRT principles

, 157

Unstructured Data Analysis Tool (UDAT) text classifier

, 142–143

Upper-level physics courses

, 126

Upside-down pedagogies

, 202

Utilization-focused evaluation

, 261

Version 3.5c of PHYLIP

, 140

Vibrant technology community

, 75–76

Victimization

, 42

Virtual reality and mental health

, 104

Visual art, automatic analysis

, 140

Vocation

, 59

Wearable electronics

, 83–84

Westminster College

, 188

learning community background

, 188–189

partner institutions

, 193

POGIL activities

, 190

results

, 194–195

TIDES project

, 188, 190–192

White fragility

, 34

White privilege

, 34

WiTNY

, 87

WNDCHRM

, 140, 144

‘Women and Science’, course

, 39

Women in Technology and Entrepreneurship in NY

, 76

Women in Technology New York (WiTNY)

, 87

Workforce development

, 87

Workload

among students

, 64

policies

, 59

Workshop to Increase Diversity and Equity

, 129

World Music Drum Machine

, 222

Wright State Computer Science and Engineering Department (WSU-CSE)

, 202

Wright State University

active learning classrooms

, 212

active learning engagement

, 211

“computer scientist” identity

, 212

control group

, 211

experimental group

, 211

implementation/methodology

, 204–208

in-classroom activities

, 211

methods and motivation

, 203–204

non-URM students

, 212

progression rates

, 211

results

, 208–210

XSEDE. See Extreme Science and Engineering Discovery Environment (XSEDE)

Yellow Ribbon Program

, 104

YouSpeak classroom interaction system

, 218, 220, 224–225

YouTube

, 221, 251