Essential Elements for Essential Elements for Effective Bridge ProgramsEffective Bridge Programs

ATE PI ConferenceWashington DCWashington DCOctober 27, 2011

Our panelOur panelOur panelOur panel

• Ingrid Dahl & Chris Runde, Bay Area Video g d a & C s u de, ay ea deoCoalition, San Francisco

• Laurence Clement, Bridge to Biotech, City C ll f S F iCollege of San Francisco

• Angela Wall, Industrial Systems, Wayne Community College Goldsboro NC Community College, Goldsboro, NC

• Jerry Somerville, Researcher, Pathways to ATEATE

• Moderator: Norena Norton Badway, Targeted Research PI, San Francisco State University

Purpose of our researchPurpose of our researchPurpose of our researchPurpose of our research

1 G th d di i t i i • 1: Gather and disseminate promising practices about implementing three intentional career pathwaysintentional career pathways

• 2: Employ a multiple knowledge sharing • 2: Employ a multiple-knowledge-sharing research model.

Our collaborative modelOur collaborative modelOur collaborative modelOur collaborative model

Our presentationOur presentationOur presentationOur presentation

• MotivationMotivation

• What is in place nowp

• Data

• Support

• Advice for others

BAVC’s motivationBAVC’s motivationBAVC s motivationBAVC s motivation

• For BAVC: Support low income, pp ,marginalized youth by providing access and skills in new media training as well as college and career readinesscollege and career readiness.

• The Challenge: Losing alums after they graduated – we needed to keep supporting g p pp gstudents so they would successfully matriculate into community college, engage their families and respond to the their families, and respond to the challenges that stand between STEM career pathways.

In place with BAVCIn place with BAVCIn place with BAVCIn place with BAVC

• 40 students in Tracks40 students in Tracks• 20 students in Bridges• All attend career panels at CCSFAll attend career panels at CCSF• All engage family members at family

nightsg• All link in paid summer internships,

industry placed• Alums can continue as paid mentors or

matriculate into Bridges

BAVC’s dataBAVC’s dataBAVC s dataBAVC s dataImpetus for our work:

O i t f h t t i tit ti f il t t f • One in two freshman at two-year institutions fail to return for a sophomore year (ACT, 2004).

• 25% African Americans and 20% Latinos currently graduate from CA community colleges (Note: State of California enrolls y g (one fourth of the entire country’s community college students).

Current Evaluation / DataCurrent Evaluation / Data• Since 2006, Rockman et al have been our external evaluators,

who will continue to work with us on the ATE grant. • Our internship component rating: 9.03 out of 10 in developing p p g p g

confidence in STEM-related skills• After completing the internship, 91% of our students went

into a paid position in a technology-related business and/or entered an advanced educational program.entered an advanced educational program.

Support BAVC receivedSupport BAVC receivedSupport BAVC receivedSupport BAVC received

• BAVC was fortunate to have the support of ppour partner, MPICT, a fellow ATE grantee based at CCSF to engage STEM-related departments in our projectdepartments in our project.

• We are working with Computer Science, Multimedia Studies, and Broadcast ,Publishing in addition to career centers and networks at CCSFExtending from our previous Digital • Extending from our previous Digital Pathways program, we have financial support from NSF and family foundationspp y

BAVC’s AdviseBAVC’s AdviseBAVC s AdviseBAVC s Advise

• Identify challenges that you can bridge to y g y gengage students who may have larger hurdles in committing to a STEM career and college trackcollege track.

• Partner with youth media organizations (BAVC model) who can provide additional ( ) pskills and support linking high school to college.Consider engaging families to feel confident • Consider engaging families to feel confident about their child’s interest and commitment to STEM careers and studies.

Bridge to Biotech Bridge to Biotech i ii imotivationmotivation

• Increase Enrollment in Biotech program at Increase Enrollment in Biotech program at City College of San Francisco

• Increase diversity (age, ethnicity, income c ease d e s ty (age, et c ty, co elevel,…) of student population in higher-level Biotech courses

• Increase Retention and Completion in the Biotech “gatekeeper” courses

In place with Bridge to In place with Bridge to i hi hBiotechBiotech

• 3 linked courses in Math, Language and Science , g gforming a “Learning Community”

• Contextualized Math and Language content to Bi t h lBiotechnology

• Science course prepares directly for City College Biotech certificate “gatekeeper” courses: BIO, Biotech certificate gatekeeper courses: BIO, CHEM, BTECH

• Credit courses which count toward an entry-level Bi t h L b t A i t t C tifi tBiotech Laboratory Assistant Certificate

• Optional: Internship Program with Professional Development and Networking component Development and Networking component

Bridge to Biotech’s dataBridge to Biotech’s dataBridge to Biotech s dataBridge to Biotech s dataResults in the Bridge1 Diversity: 82% low income or unemployed students 18% 1. Diversity: 82% low income or unemployed students, 18%

African American, 33% Asian, 22% Hispanic, 42% ESL students, As low as 8-9th grade math and English skills on TABE test before the Bridge

2. Retention & Completion in basic skill classes:70% of students complete the Bridge

R lt ft th B idResults after the Bridge1. Continuation: 83% who complete the Bridge continue to

more advanced certificates at City College of San Francisco

2. Success: Higher level passing rates for Bridge students in some of the “gatekeeper” courses compared to non-Bridge students

Support Bridge to Biotech Support Bridge to Biotech i di dreceivedreceived

• Was started in 2002, with a Vocational and ,Technical Education Act grant (VTEA/Perkins) grant and an NSF Course Curriculum and Laboratory Improvement (CCLI, now TUES) y p ( , )grant

• In 2006, classes were institutionalized as credit courses and included in a Biotech Laboratory courses and included in a Biotech Laboratory Assistant Certificate. The Bridge to Biotech is now self-sustaining

• The Internship Program was supported through • The Internship Program was supported through separate grants. Institutionalization is underway.

Bridge to Biotech’s AdviseBridge to Biotech’s AdviseBridge to Biotech s AdviseBridge to Biotech s Advise

• Bio-Link, a National ATE Center located at City College, in collaboration with the Synergy Collaboratory project which includes 13 other ATE with the Synergy Collaboratory project which includes 13 other ATE centers and experts on scale-up, is currently piloting a dissemination process for the Bridge to Biotech program.

• Our Bridge to Biotech Bio-Link team has been working with 5 community college biotech programs around the country (in Georgia Missouri New college biotech programs around the country (in Georgia, Missouri, New York state, Puerto Rico) since May 2011 to support them in adopting the Bridge to Biotech at their college.

• Support include:– Building a Bridge to Biotech Learning Community, where colleges can Building a Bridge to Biotech Learning Community, where colleges can

support each other and develop their own adaptation of the Bridge to Biotech

– Bio-Link Webinars on key features of the CCSF Bridge to Biotech, with discussions on adaptability to each collegep y g

– Bridge to Biotech Toolkit, listing successful practices and materials for new adopters

– One-on-one support from Bridge to Biotech faculty and coordinators

Wayne’s motivationWayne’s motivationWayne s motivationWayne s motivation

• Intro Algebra was particularly holding our Intro Algebra was particularly holding our students back

• CIP for EET helped us to remove prerequisite barriers

• 2 year program had turned into a 3 year f t d tprogram for many students

• Needed JIT learning to enable students to succeedsucceed

• Industry feedback: communications, teaming, & problem-solving skills were lackingp g g

In place at WayneIn place at WayneIn place at WayneIn place at Wayne

• Teaching Team – Math, English, Teaching Team Math, English, Technology Instructors

• Learning Community – Students take their Math, English, and Technology classes as a cohort during the same semestera cohort during the same semester

• Project Based Learning (PBL) implemented j g ( ) pand all classes support the completion of the project

Wayne’s dataWayne’s dataWayne s dataWayne s data

• Success rates for ALL related classes and Success rates for ALL related classes and demographic (age, gender, race/ethnicity) data has been collected

• Data was collected from our in-house database

• Success rates and Final Exam scores were significantly higher for the PBL/LC

d l d f dstudents, including for women and minorities

Support Wayne receivedSupport Wayne receivedSupport Wayne receivedSupport Wayne received

• Industry support was crucial (advisory Industry support was crucial (advisory board surveys, etc.)

• SC ATE Center at Florence-Darlington SC Ce te at o e ce a gtoTech provided training, financial assistance, mentoring and technical support for the project

• Administration provided time off and d f badjuncts for team members to participate

in meetings, trainings, and other activities

Wayne’s AdviseWayne’s AdviseWayne s AdviseWayne s Advise

• Approval of admin is crucial to involve other ppareas and put in the “right” instructional teamB d t t i t i th ff t d t • Be prepared to put in twice the effort and to change your old ways of doing things

• Be prepared to make changes due to Be prepared to make changes due to lessons learned

• Training is NECESSARY for instructors to dsucceed

• Regular team meetings are a must for the LC teaching teamLC teaching team

BAVC ContactsBAVC ContactsBAVC ContactsBAVC Contacts

• Chris Runde Digital Pathways/Next Gen • Chris Runde, Digital Pathways/Next Gen Manager, crunde@bavc.org

• Ingrid Hu Dahl, Director, Next Gen g , ,ingrid@bavc.org

www.bavc.org/adp

Bridge to Biotech contactBridge to Biotech contactBridge to Biotech contactBridge to Biotech contact

Laurence Clement, ,City College of San Francisco, Bio Link Bio-Link lclement@ccsf.edu

Wayne’s PBL Contact Wayne’s PBL Contact Wayne s PBL Contact Wayne s PBL Contact

Angela WallWayne Community CollegeWayne Community College3000 Wayne Memorial DriveGoldsboro NC 27534Goldsboro, NC 27534(919) 739-6818awall@waynecc.eduawall@waynecc.edu

Pathways to ATE Careers Pathways to ATE Careers CCContacts Contacts • Norena Norton Badway, PhD; Principal Norena Norton Badway, PhD; Principal

Investigator; nbadway@sfsu.edu

• Jerry Somerville, PhD; Project Manager /Senior Researcher; 707-287-0821 JASomerville@comcast netJASomerville@comcast.net

• Barbara Anderegg, PhD; Senior gg, ;Researcher; bsa@chorus.net