Our recent research uncovered a student motivation to increase empathy and reduce stigma on our campus by increasing the visibility of marginalized students, showcase their unique experiences, and build bridges between students by fostering engagement and an increased sense of community. Through comparative analyses, we further found that the benefits of ally awareness programming for college students is both amplified and generalized when preceded by curriculum aimed at empathy development. In our research, students who engaged directly with material focused the development of empathy through understanding of stigma and its effects were more likely than students without such learning experiences to support the development of opportunities to reduce stigma and strengthen a sense of belonging and community among marginalized student populations on our campus. This research has led us to create the B.R.I.D.G.E.S. program, an initiative aimed at connecting individual students and student groups, through meaningful dialogue. By fostering the sharing of students’ unique circumstances, experiences, and stories we can increase respect, inclusivity, diversity, generosity, and empathy among students from all backgrounds, thereby building bridges of understanding and respect for difference. Together, we can create a more inclusive and empathetic campus community where diverse voices are elevated and celebrated.

​​With the catalyst of a quarter to semester conversion in Fall 2020, the CSUSB Department of Physics and Astronomy created a new course for all entering physics majors with a laundry list of goals and objectives. We aim to introduce students to university resources, career options, planning, and preparation; learn some programming and problem solving skills; and most importantly, introduce them to the physics family early to foster their sense of belonging as a physicist. This includes having them reflect on the subjective vs objective nature of practicing science and how they picture themselves working in science and becoming a scientist.

This presentation will provide an overview of the aspects of this course that could translate to other disciplines, in particular the integration of the Underrepresentation Curriculum into the course, and student feedback data about the integration of inclusion and belonging into a physics course.

Cultivation theories explain the long-term effects of a phenomenon on behaviors; in this case we will reflect on the impact of parental education level and socio-economic status on individuals’ ability to practice determinants of success like time management, risk-taking, and help seeking behaviors (Roksa and Potter, 2011).

Through the implementation of multiple high impact academic practices in one course, educators at California State University, Dominguez Hills attempt to meet students in spaces, places, and ways that maximize opportunity (Valentine et al, 2021). According to the National Survey of Student Engagement (NSSE, 2022) 19% of students engage in community service within the 4-year academic experience while 26% reported engagement in internships, 31% reported engaging in capstone experiences and a mere 12% participated in research with faculty.

Through the National Telecommunication Information Administration, Connecting Minority Communities grant, we will provide an overview on the in-course, low-risk, opportunities for occupational exploration through programs that inform, guide, and support development of those determinants of success by working on social impact projects with community-based organizations. The presentation will share approaches that investigate students’ community interests, cultural experiences, and academic expectations as guides for developing experiences aligned with the needs of the 21st century workforce.