In this paper, we study three focus areas: investigating the identity-related sense of belonging in a gateway computer science course, examining the dynamics of the sense of belonging between the beginning and the end of the course, and offering actions to improve the sense of belonging that addresses the needs of students from intersecting identity groups.

In this poster, we investigate the impact of online versus in-person summer equity programs. We designed and implemented a summer bridge program from 2020 through 2022 and collected pre- and post-survey data from students to measure the program's impact on students' self-concept, science motivation, growth mindset, help-seeking and concealment attitude, science identity, and sense of belonging.

In this Research to Practice Full Paper, we intend to share our experience in design, implementation, and evaluation of a summer bridge program for a group of first-year first-generation and underrepresented students entering engineering majors at the University of California Santa Cruz. Our program is proven to prepare students for engineering programming and mathematics courses, develop a growth mindset, build self-efficacy, and bond with the cohort to build peer-mentoring opportunities and increase a sense of belonging to the campus community and our school of engineering. We describe 1) program design and goals, 2) program schedule and curriculum (mathematics and programming), 3) description of research-based program evaluation, and 4) outline of research findings (both quantitatively and qualitatively).