Release of Connected Scholar Mobile Application – is an evidence-based training program

This project will create a new app/integrated website called the Connected Scholars App (CS app) that combines and extends the reach and capabilities of two successful products: the Connected Scholars (CS) program and an interview app (existing app). CS is an evidence-based training program developed to advance first-generation high school and college students’ help-seeking, educational success, and professional development. The CS app will extend the capabilities of the existing app by integrating the CS curriculum and adding advanced technical capabilities. CS has been successfully piloted in both high school and college classrooms. The existing app was developed by Hubspire in conjunction with the Library of Congress’ Veterans History Project (VHP) and the UCLA Graduate School of Education. The project director will work closely with the creators of CS and other content and technical partners. There are three stages of development: creating a prototype and conducting a beta test; expanding the prototype into a commercially-viable product and performing scaled testing, and expanding the CS curriculum and assessment material to more fully capitalize on the e-learning features. The grant funding will be used for the initial stage. The CS app is designed to be used for online learning and interaction via computers and mobile devices.

This project extends the reach and capabilities of the Connected Scholars (CS) program, an evidence-based curriculum developed to advance first generation high school and college students’ help-seeking, educational success, and professional development. CS has been piloted as an in-person course with over 140 participants, including high school students, incoming college students, and college freshmen and sophomores. We have conducted both quantitative and qualitative studies of CS. Most recently we found that, relative to a comparison group of UMB students, those who participated in CS reported better relationships with faculty, reduced avoidance of help-seeking, and, according to their academic records, a higher GPA one year later (Schwartz et al., 2017). Variations of this model, using youth-initiated mentoring, have been rigorously evaluated and shown to lead to improvements in academic and career outcomes, including reduced attrition. And, importantly, mentoring relationships are more enduring when students play a greater role in selecting their own mentors (Schwartz, Rhodes, Spencer, & Grossman, 2013).