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Item Strategies for Broadening Participation of Underrepresented Minority Students in STEM(Office of the Vice Chancellor for Research, 2016-04-08) Jones, LeRoy; Nguyen, Kim; Shaw, Pamella; Bruozas, Meridith; Bahamonde, Rafael; Botanga, Christopher; Cole, DeborahThe Louis Stokes Midwest Center of Excellence (LSMCE) was created in 2012 to communicate evidence-based program effectiveness garnered from the Louis Stokes Alliances for Minority Participation (LSAMP) consortium to a broader audience. The goal of LSMCE is to serve as a national hub of information for scholars to access data, models, and funding opportunities in broadening the participation of underrepresented minority (URM) students in Science, Technology, Engineering, and Mathematics (STEM). The Center is comprised of three lead institutions: Chicago State University, Indiana University-Purdue University Indianapolis and Department of Energy-Argonne National Laboratory. The Center outcomes are: 1) development of the cLSMCE information hub to provide consistent online resources and sustained initiatives to showcase best practices in STEM teaching/learning, information dissemination and outreach; 2) faculty engagement in establishing programs, obtaining support and promoting growth across institutions; 3) student development skill-building webinars and workshops; 4) annual conferences providing LSMCE partners and LSAMP community members the opportunity to network and learn/share successful program models, celebrate student success, and be a forum for junior researchers to present in a supportive environment; and 5) partnering with key industry and corporate organizations to provide students access to internships, as well as, sponsorship of LSMCE initiatives and awards. The Center is currently in the fourth year of a five year grant and has recruited twenty Midwestern non-LSAMP schools. It has collaborated with them in developing strategies to improve their URM students’ performance, persistence and graduation in STEM degree programs. The Center also affords a professional platform for their faculty and students to participate in STEM activities.Item Tapping into Community Resiliency in Rural Adolescent Pregnancy Prevention: An Implementation Sciences Approach(Taylor & Francis, 2020) Ott, Mary A.; Hunt, Abby L.; Katz, Amy J.; Zaban, Leigh S.; Pediatrics, School of MedicineAlthough rural youth experience marked inequities in adolescent pregnancy, there is little guidance for implementing evidence-based programs (EBPs) in rural settings. When implementation occurs in rural communities, it frequently focuses on deficits, rather than strengths or capacity for growth. Using the consolidated framework for implementation research (CFIR), we describe a resiliency-focused implementation of two middle school EBPs in rural Midwestern communities, including the intervention, outer and inner settings, individuals, implementation processes and preliminary outcomes. Data included program staff interviews, feedback from local partners, community meetings notes, and participant surveys. Using the CFIR, we describe the engagement of rural communities themselves in a resilience-based implementation of adolescent pregnancy prevention EPBs. Communities self-described as rural, traditional and religious. They identified adolescent pregnancy, substance use, and academic success as priorities. To address infrastructure needs and build on local strengths, funds were used to hire local partners to implement the program. As small communities, stakeholders were closely networked and wanted to address local needs. Local partners selected the EBP based upon community values and priorities. Champions, including local partner organizations and schools were locally based and were well connected. Intensive training of local staff and piloting with adaptation assured fidelity and sustainability, while increasing community implementation skills and comfort. In Clinton County, enrollment was 1946 with students receiving the program in 6th, 7th, and/or 8th grades. In Southern Indiana, 7275 students received the program once in either 6th, 7th, or 8th. We conclude that the CFIR can facilitate the implementation of a community resilience-focused adolescent pregnancy prevention intervention in rural communities.