This innovative practice WIP paper presents SABERR, a novel formative assessment designed to leverage errors as a learning resource in an artificial intelligence (AI) course. Previous research suggests that utilizing mistakes as learning tools enhances students' problem-solving abilities, metacognitive skills, and deepens their conceptual understanding across STEM fields. The intended outcomes of SABERR are supporting and enhancing students' learning by using their mistakes as resources to improve their awareness about their own knowledge and problem-solving strategies. The application design of the SABERR assessment unfolds in three structured phases which involve a reflective process where students are asked to articulate and explain the reasoning behind their initial errors. Our preliminary findings reveal that students initially struggled with error analysis and articulating knowledge gaps. However, a structured, step-by-step process significantly enhanced their error identification and correction abilities. The SABERR assessment approach significantly shifted student behavior towards prioritizing mastery of material, which was evidenced by increased engagement in class discussions and a reduction in academic dishonesty. Students reported improved ability to detect and correct errors, with 95% acknowledging enhanced understanding of AI concepts. However, this method also increased the workload for instructors and teaching assistants. Overall, 91% of students believed that a productive attitude towards mistakes would benefit their future careers, underscoring the effectiveness of SABERR in fostering a deeper, more analytical learning process among computer science students. The findings from our pilot study emphasize that the SABERR assessment approach not only enhances students' conceptual understanding and problem-solving capabilities but also promotes metacognitive skill development. By framing errors as learning tools, the approach encourages students to become active, reflective participants in their own learning processes. These findings also highlight the need for assessment approaches that enable both instructors and students to reframe errors as learning opportunities, thereby changing their perceptions.

This research WIP paper presents findings from an interpretive case study of computer science (CS) students in a leadership course at a Hispanic-Serving Institution (HSI). The course incorporated a curriculum centered on building students' critical consciousness so that students were empowered to recognize and challenge structural barriers related to race and gender disparities in CS education and the workforce. Such awareness is imperative for actively engaging in the transformative process necessary for effecting meaningful change. Furthermore, fostering students' critical consciousness stands as a key endeavor, particularly within disciplines such as computer science, given the profound societal ramifications inherent to this field. Data were collected from surveys, such as the critical consciousness scale [1] to examine students' levels of critical consciousness awareness at the beginning of the semester. Preliminary findings on students' understanding of critical consciousness demonstrate an initial misconception of the term critical consciousness, possibly due to limited exposure to the concept. However, after engaging in lessons on gaining awareness of various forms of oppression within the educational system, students exhibited feelings of validation for their own experiences. Towards the end of the course, students were able to identify ways in which systemic oppression manifested itself in CS contexts and devised plans for collectively combating these injustices. This data underscores the need for more opportunities for the development of critical consciousness, emphasizing its dual significance in both understanding systemic and social barriers that limit Hispanic students' access to CS education and the workforce. This skill is necessary for propelling students to take action in challenging barriers, especially in a stratified technological world.

This research-to-practice paper aims to examine the Collective Impact Model and its application during a network meeting to illustrate its utility in supporting efforts in building a community among a complex system of partnerships and initiatives. We collected data from small group discussions among 56 CAHSI faculty staff and administrators using a Communities of Practice approach to collect evidence of community knowledge development. Emerging themes from data analysis included: a) successful initiatives for CAHSI students; and b) collectively identified challenges. These findings illustrate how the Collective Impact model supports CAHSI network members to be intentional in their efforts by assessing their progress toward a common goal, evaluating the effectiveness of their efforts, and making plans toward next steps. Moreover, capturing the dynamics of the Collective Impact Model allows CAHSI to promote multidimensional change by creating culturally responsive initiatives and learning opportunities for Hispanic students in CAHSI.

This qualitative research paper presents findings from an interpretive case study of five undergraduate Hispanic computer science (CS) students in a pilot leadership course in the CS department of a Hispanic-Serving Institution (HSI). The course design drew on the relational model of leadership, a model that focuses on ethics and professional skills development and enhancing students' readiness to meet the demands of an ever changing global and diverse technological world. These students applied their skill set at a national conference for Science, Technology, Engineering, and Mathematics (STEM) faculty and students. Data were collected from interviews with these five leadership students who participated as panelists in a faculty professional development workshop. Themes that emerged from the data analysis included students' views of leadership, self, and self with others. The students considered their participation in both the leadership course and the conference as critical in shaping their leadership identities. Moreover, the study demonstrates how the leadership course supported students in enhancing their leadership meaning-making from a relational perspective while at the same time fostering the development of strong Latinx CS identities. These findings support the need for responsive curricula and learning opportunities that promote the development and practice of professional skills to prepare undergraduate CS students, those who are Latinx, to meet workforce and societal demands.