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Abstract A series of workshops were developed and offered to build capacity for project teams to gather and fully use institutional data as they develop their S-STEM proposals. The NSF S-STEM solicitation includes a requirement that the project description "analyze institutional data … to determine the potential number of eligible Scholars." While faculty often are passionate about recruiting and supporting engineering degree attainment for academically talented, low-income scholars with unmet financial need, some might not be certain of how institutional data can inform and strengthen their project development. The virtual workshop series addresses challenges from both project development and practical perspectives, with the goal of enhancing participants' ability to effectively use institutional data in their S-STEM proposals and other efforts with similar goals. For the workshop participants, the outcomes include a) articulating awareness of how institutional data can be used to inform their project plans and S-STEM program goals; b) developing a plan for using student data in project development, including identifying relevant questions that the student data can help answer and with a focus on the latest S-STEM solicitation requirements; and c) drafting a plan for requesting student data from their Institutional Research and Financial Aid offices including IRB considerations. The workshops were developed using systems thinking and evidence-based approaches to build capacity in the participants' recognition of the value of data to their S-STEM project goals and increase their confidence to gather and use student data. The three-part workshop and participant hour sessions incorporated inquiry, reflection, hands-on activities, and practical strategies to both meet the S-STEM project description requirements and strengthen the proposal development process. A total of 112 participants from diverse backgrounds and institution types were recruited to two workshop cohorts (winter 2022 and 2023), including faculty and administrators with limited or no S-STEM experience. Evaluation data indicates that the workshops will enhance the ability and confidence of the participants and their institutions to develop data-informed projects. This empowerment not only benefits participants' S-STEM proposals but also strengthen related efforts that seek to identify low-income STEM students with academic ability and potential and to support them to degree attainment.
Amy B. Chan Hilton (Sat,) studied this question.