We report on an effort to improve an interactive introductory statistics textbook using data collected from its use. The improvements on which we report focus on promoting racial equity in representation and achievement. We center the experiences of racially marginalized students, identify potential barriers, make design changes to address those barriers, and then evaluate the results for all students. This "better book" approach (Stigler et al., 2019) to equity assumes that racially marginalized students are a "canary in the coal mine," alerting us to issues that can affect a broader array of students. When we saw that racially marginalized students were reporting higher effort costs compared to non-marginalized students, we drew upon suggestions from both students and instructors to redesign the text. We then collected data from both the pre-redesigned version (4.0) and the redesigned version (5.0) to evaluate the impact on students – those racially marginalized and those not. Version 5.0's results show that the perceptions of cost were reduced in both groups and most dramatically improved for racially marginalized students. Our approach demonstrates a commitment to promoting equity through data-driven design. By removing barriers identified among marginalized students we improved the learning experience for all students.

Low student success rates in lower division math courses greatly impacts student success. In this work, a team of motivation experts offered the Motivating Learning Course (MLC) to math faculty from a single department at a large HSI. Local faculty served as course mentors. MLC equips faculty to implement motivationally supportive strategies such as Growth Mindset, Purpose and Relevance, and Sense of Belonging. We evaluated the effectiveness of MLC using grades and pass rates of 3,118 students, comparing students whose instructors participated in MLC (25 instructors) to students in the same math courses whose instructors did not (35 instructors). Overall, students taught by instructors who participated in MLC earned significantly higher grades and had higher pass rates, even after controlling for students’ cumulative GPA before the targeted math class, URM and Pell grant recipient status. Follow-up analyses indicated that although comparisons across groups were not statistically different, students from underrepresented minority backgrounds and students who are Pell grant recipients tended to benefit the most from taking math courses from MLC instructors and achievement gaps were reduced. We will also discuss efforts to sustain and grow the community of motivation-oriented faculty at the HSI.

Virtual reality (VR) provides new ways to display and interact with the learning content. It also brings new challenges for the creation of learning activities that take advantage of the existing hardware and software. VR can create highly realistic and immersive environments that simulate real-world scenarios. This immersion helps learners feel like they are "inside" the learning experience, which can enhance engagement and retention of information. This experiential learning can be especially effective for subjects that are difficult to teach through traditional methods (e.g., science, engineering, or medical training). While VR has the potential to transform education and training, there remain many barriers before it can be fully adopted by instructors and used in the classroom. VR can provide a highly effective and engaging way to learn, practice, and experience a wide range of subjects and skills. The presentation provides case studies related to the implementation of VR applications for immersive learning using gamification principles, for astronomy, medical imaging, art history, and mathematics. Examples of learning activities are proposed. These case studies illustrate the development cycles and challenges related to the user experience and how it can be deployed in the classroom.

The STEM workforce has become increasingly diverse, yet individuals from multiple demographic groups remain underrepresented in scientific professions. Riverside City College has led efforts to achieve equitable participation and representation in STEM, particularly for Hispanic, low-income, and first generation students. One such effort is a partnership with CSU San Bernardino that aims to improve STEM engagement through high-impact teaching, research opportunities, and a strengthened culture of inclusion. This multi-year project is ongoing, but the project team will share emerging insights from implementation and progress toward the objectives. Initial data highlight the use of several evidence-based teaching strategies in undergraduate STEM courses. For example: Both students and faculty indicate frequent use of peer learning and problem-based learning, but less use of strategies like project-based learning. STEM faculty are engaged in learning communities that enhance knowledge and use of impactful teaching practices. Thus far, over 70 RCC students have engaged in summer research programs that provide hands-on experiential learning. Increases in students’ science identity, belonging, and STEM career interest are targeted through inclusive pedagogy and research opportunities. This multi-faceted project is a transformative exemplar for leveraging institutional cooperation to invest in STEM student success.