10/11/2011 1 Ms. Jeannette Thomas, Education Consultant Iowa Department of Education, Division of Community Colleges Dr. Ben Williams, Ohio Project Director and NAPE Consultant Columbus State Community College Recruiting, Retaining, and Graduating Nontraditional Females and Under- Represented Students: The STEM Equity Pipeline Project October 13, 2012 Agenda and Purpose of today’s meeting • Introduce the STEM Equity Pipeline Project and its Program Improvement Model • Describe how the model is being used in two different participant states – Iowa and Ohio • Provide resources to educators and Business and Industry leaders interested in increasing access for females and other under-represented citizens to STEM careers Relevance of this subject and project • Unprecedented growth in STEM initiatives • Urgency and opportunity for economic development throughout the country • Remaining gaps in educational completion at the certificate, associates, and bachelors degree levels Relevance continued • Continued underrepresentation of females and “special populations” in high wage, high skill, and high demand fields • Breakthrough models are those with clear career pathways and “career architecture” STEM EQUITY PIPELINE PROJECT OVERVIEW Ohio STEM Equity Pipeline Project • National Science Foundation (NSF) grant-funded project through The National Alliance for Partnerships in Equity (NAPE) • Purpose: ▫ Increase access, participation, degree completion, and job placement for women in STEM fields ▫ Particular emphasis on affecting Perkins Nontraditional measures for secondary and postsecondary students • In its fifth year of a five-year grant cycle
10
Embed
NCPN Presentation 2011 STEM Equity Pipeline Project Thomas ... · Recruiting, Retaining, and Graduating Nontraditional Females and Under-Represented Students: The STEM Equity Pipeline
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
10/11/2011
1
Ms. Jeannette Thomas, Education ConsultantIowa Department of Education, Division of Community CollegesDr. Ben Williams, Ohio Project Director and NAPE Consultant
Columbus State Community College
Recruiting, Retaining, and Graduating Nontraditional Females and Under-
Represented Students: The STEM Equity Pipeline Project
October 13, 2012
Agenda and Purpose of today’s meeting
• Introduce the STEM Equity Pipeline Project and its Program Improvement Model
• Describe how the model is being used in two different participant states – Iowa and Ohio
• Provide resources to educators and Business and Industry leaders interested in increasing access for females and other under-represented citizens to STEM careers
Relevance of this subject and project
• Unprecedented growth in STEM initiatives
• Urgency and opportunity for economic development throughout the country
• Remaining gaps in educational completion at the certificate, associates, and bachelors degree levels
Relevance continued
• Continued underrepresentation of females and “special populations” in high wage, high skill, and high demand fields
• Breakthrough models are those with clear career pathways and “career architecture”
STEM EQUITY PIPELINE PROJECT OVERVIEW
Ohio STEM Equity Pipeline Project• National Science Foundation (NSF) grant-funded
project through The National Alliance for Partnerships in Equity (NAPE)
• Purpose:▫ Increase access, participation, degree completion, and
job placement for women in STEM fields
▫ Particular emphasis on affecting Perkins Nontraditional measures for secondary and postsecondary students
• In its fifth year of a five-year grant cycle
10/11/2011
2
STEM Equity Pipeline Goals• Build the capacity of the formal education
community
• Institutionalize the implemented strategies by connecting the outcomes to existing accountability systems
• Broaden the commitment to gender equity in STEM education
• Participation in CTE programs preparing students for nontraditional fields (6S1/5P1)
• Completion of CTE programs preparing students for nontraditional fields (6S2/5P2)
10/11/2011
3
Nontraditional Fields
Occupations or fields of work, including careers in computer science, technology, and other current and emerging high skill occupations, for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work.
Document Performance Results
Understand the problem completely before you seek solutions
• How do you analyze performance data?• What questions should be addressed?• What tools and methods can be used to
present and analyze data?• How should data quality problems be
considered in analyzing data?
Data CollectionDisaggregation required in Perkins IV
•Gender–Male–Female
Special Population–Underrepresented gender students in a nontraditional CTE program
–Single Parent
–Displaced Homemaker
–Limited English Proficiency
–Individuals with a Disability
–Economically Disadvantaged
•Race/Ethnicity–American Indian or Alaskan Native
–Asian or Pacific Islander–Black, non-Hispanic–Hispanic–White- non-Hispanic
Recommended Analyses
Comparisons•State performance level
•Best performer in state
•Selected peer benchmark
•Set your own benchmark
Trends• At least 2 yrs
• Prefer 3-5 yrs
Site specific• Statewide• District• School/College
• Programs
STEP 1Document
Performance Results
STEP 5ImplementSolutions
STEP 4Pilot Test and
Evaluate Best Solutions
STEP 3Choose
Best Solutions
STEP 2Identify
Root Causes
The Five Step
Process
Why Search for Root Causes?
Keep from fixating on the “silver bullet” strategy
• Identify the conditions or factors that cause or permit a performance gap to occur
• Direct cause (i.e. instructional practice)• Indirect cause (i.e. teacher training)
10/11/2011
4
How to Identify Root Causes• Search for most direct and highest impact
causes
• Employ a systematic evidence-based process
• Formulate and test theories or hypotheses• Draw on current research and evaluation• Use multiple methods and data sources• Likely to find multiple causes
Identify Potential Causes• Analyzing Student Data • Reviewing Research Literature• Reviewing Program/Institutional
The mission of this project is to use a research-based model to collaboratively and systematically increase the participation, educational completion and career placement of girls and women, and other underrepresented citizens, in Science, Technology, Engineering and Mathematics (STEM) fields in the state of Ohio.
Ohio State Team Goals• Increase public awareness and create opportunities for
girls and women in Science, Technology, Engineering and Mathematics (STEM).
• Increase participation of girls and women in non-traditional STEM fields (as identified by 25% or fewer of that gender represented in the workforce).
• Increase persistence, retention and completion of girls and women in STEM programs at the secondary and postsecondary levels.
• Increase job placement of females into STEM careers in Ohio.
• Increase participation, certificate and degree completion, and job placement in STEM fields for other underrepresented groups.
• Collaborate with and engage key stakeholders in improving opportunities for STEM.
Ohio State Team Goals Presentations on our work in FY11• Ohio School Improvement Institute – Nov• Ohio Economic-Education Summit - Feb• Ohio Association of Community College’s
Annual Symposium - March• NAPE National Conference and PDI - April• Heart of Ohio Tech Prep Consortium’s
Professional Development for Teachers Grade 6-12 - June
NEXT STEPS FOR THE PROJECT
Pilots
• Continue to collect data and validate root causes
• Identify and implement strategies to address “leaks in the pipeline”
• Evaluate effectiveness
• Report progress to NAPE for reports
10/11/2011
9
Ohio’s investment in expanding and building capacity
• Train the trainers decided as focus
• Work with schools needing improvement
• Document growth through data (Perkins)
• Consider including others who volunteer
ODE Project Expansion
Build the capacity of the state
• Train the Trainer Model
– Eight Leadership Team members were trained as trainers late September 2011
– They will co-facilitate the trainings of new sites
• Identified four sites who wanted/needed to address low nontraditional participation/completion in CTE programs
Year Two• Identify four more sites: Provide support, training, and technical
assistance
• Additional professional development through NAPE PDI and National Conference
• Goal: By end of FY13, state has 11 sites implementing strategies through the STEM Equity Pipeline Project Model
• Could support training and technical assistance for other sites as well (Year One and/or Year Two)
Develop mechanisms for sharing Best Practices and lessons learned• Perkins Administrators Networks