BPC Common Core Indicators Examples from CAITE Alan Peterfreund NSF BPC – PI Meeting Los Angeles,...

BPC Common Core IndicatorsExamples from CAITE

Alan Peterfreund

NSF BPC – PI MeetingLos Angeles, CA

Feb. 1, 2010

BPC Goals

• Increase number of students receiving post-secondary degrees in computing, with an emphasis on underrepresented populations

• Develop or increase organizational capacity to support goal 1

• Broadly spread good practices to support goal 1

2/1/2010 2SageFox Consulting Group

Core Indicators Increase number of students receiving post-secondary degrees

in computing, with an emphasis on underrepresented populations

Individual Participation and Outcomes

Develop or increase organizational capacity to support goal 1

Organizational capacity increases

Broadly spread good practices to support goal 1Alliance Impacts


CAITE

WEST:Greenfield Community CollegeHolyoke Community CollegeSpringfield Technical Community CollegeUniversity of Massachusetts Amherst

CENTRAL:Middlesex Community CollegeWorcester State CollegeUniversity of Massachusetts Lowell

SOUTHEAST:Bristol Community CollegeCape Cod Community CollegeBridgewater State CollegeUniversity of Massachusetts Dartmouth

EAST:Northern Essex Community CollegeBunker Hill Community CollegeRoxbury Community CollegeUniversity of Massachusetts Boston


Commonwealth Alliance for Information Technology Education

• Piloting outreach programs supported by educational pathways in four regions

• Aiding students from rural, suburban, and urban areas

• Identify best practices and disseminate, deploy, extend and institutionalize these statewide and nationally

• Community colleges are centerpiece because of central role in reaching underserved populations and as gateway to careers and further higher education.


CAITE Goals• Outreach

– Raising awareness of IT careers and educational pathways– Changing the image of computing/IT– Recruiting in IT programs by increasing student interest, opportunities and preparation

• Pathways– Improving preparation and instilling confidence in the required skills– Providing role models, mentoring and community– Creating nurturing and understanding teaching and learning environments and pathways– Removing barriers to entry and transfer and providing flexible (multiple-entry/multiple-

opportunity) pathways• Partnership

– Leverage local, regional and national partnerships for obtaining and disseminating best practices and for cooperation and collaboration

• Evaluation– Data-driven project management (understanding institutions, communities and issues with the

CAITE Alliance and adapting/developing strategies and tactics)– Evaluation of CAITE outreach and pathway interventions– Evaluation of CAITE policies and management


Participation


Organizational Capacity


Alliance Impacts


Evaluation Measurements:Individual Participation and Outcomes (1)

• Do we see an increase in the participation of women and minorities in IT/Computing programs?

• Are they “succeeding”? – HS to College– 2 year to 4 year pathways– Gateway courses– Degree Completion



• Do we see an increase in the participation of women and minorities in IT/Computing programs?

• Are they “succeeding”? – HS to College– 2 year to 4 year pathways– Gateway courses– Degree Completion

Challenges:• Data collection• Reporting trends of multiple institutions as core indicators


12

Students Starting in a Computer Science Major As a Proportion of the Enrollment into 2000-2001

2/1/2010 SageFox Consulting Group

Percentage of Underrepresented Minority Students Matriculating into CS Majors


14

Women Matriculating into CS Majors


0%

20%

40%

60%

80%

100%

Fall 2000 2001 2002 2003 2004 2005 2006% o

f s

tud

en

ts s

tart

ing

in C

S w

ho

are

T

ran

sfe

rs

Year of matriculation to institution

Univ A Univ B Univ C Univ D CC Mean

15

Transfer Students Matriculating into CS Majors


Reporting Change (Pre-CAITE)Total Minorities Women Disabled

Change in entry to CC N/A N/A N/A N/A

Change in entry to 4 yr -8% -19% -31% N/A

Change in transfer +5% 0% +175% N/A

Retention of Transfers N/A N/A N/A N/A

Change in AA degree N/A N/A N/A N/A

Change in BA or BS -12% 0% -10% N/A

Data are from three university schoolsChanges are from 2005-06 to 2006-07



Level of Participation• Enrolled (multiple experiences, e.g., REU, mentoring, internship)• Multi-day (specific course, camp) • Single Day (lecture, workshop)• Web site Hits

Type of participant• K-12, CC, 4 YR, Grad, Faculty, Other



Level of Participation• Enrolled (multiple experiences, e.g., REU, mentoring, internship)• Multi-day (specific course, camp) • Single Day (lecture, workshop)• Web site Hits

Type of participant• K-12, CC, 4 YR, Grad, Faculty, Other

Challenges:• Capturing all events and information about participants• Capturing info about number of events across Alliance


Activity Evaluation

30 CAITE activities evaluated in past year1354 Survey responses from:

– 4 Courses– 5 Career Fairs– 9 Conferences/Seminars– 5 Articulation Summits– 4 Teacher Development Workshops– 2 Website Examinations– 3 FSG/SI Sessions


Common CoreActivity Participation Matrix

Common Core Activity Participation Matrix K-12Community

Colleges4-Year

InstitutionsFaculty

Scholars

IT Scholars √REU √ √

Participants (Joint activities with UM-LSAMP)

√

Multi-Day

Courses √ √FSG/SI √ √

Contests/Projects √ √

Workshops/Summits √ √ √

Single Day

Career/College Fairs √ √ √

Conferences √ √ √ √Seminars √ √ √

Workshops/Summits √ √ √

VisitorsAlliance websites √ √ √ √

Print Materials √ √ √ √



Changes in attitudes (surveys)• Interest in/awareness of topics, education, careers• Confidence of ability to succeed• Sense of cultural support• Intention to persist in education, career, or leave


Original Plan

• Pre-survey prior to event• Post-survey at end of event• Compare change

How much do you know about the following?A lot Some Very little Nothing

What computer scientists do

What career opportunities are available in IT outside CS

What non-computer scientists in IT do

What education you need to have a career in IT


Original Plan

• Pre-survey prior to event• Post-survey at end of event• Compare change

How much do you know about the following?A lot Some Very little Nothing

What computer scientists do

What career opportunities are available in IT outside CS

What non-computer scientists in IT do

What education you need to have a career in IT

Problem:Pre-Surveys not always

given


New Plan

• Ask participants how participation changed their attitudes

How much did each of the following change because of your participation in the event?

Increased a lot

Increased a little

No change stayed

high

No change stayed

low

Decreased a little

Decreased a lot

My understanding of what people in IT do

My knowledge about what education I need to become involved in IT


New Plan

• Ask participants how participation changed their attitudes

How much did each of the following change because of your participation in the event?

Increased a lot

Increased a little

No change stayed

high

No change stayed

low

Decreased a little

Decreased a lot

My understanding of what people in IT do

My knowledge about what education I need to become involved in IT

New Question:How to Report as Common Core?


Evaluation Measurements:Organizational Capacity

• Development of alliance members (member reports, site visits)– Organizational Capacity Rubric, Count of improvements

• Changes in procedures and facilities (member reports, site visits)– Count of improvements

• Enhancement of engagement with students (member reports, site visits)– Count of improvements

• Institutionalization of practices (member reports, site visits)– Count of improvements


Evaluation Measurements:Organizational Capacity

• Development of alliance members (member reports, site visits)– Organizational Capacity Rubric, Count of improvements

• Changes in procedures and facilities (member reports, site visits)– Count of improvements

• Enhancement of engagement with students (member reports, site visits)– Count of improvements

• Institutionalization of practices (member reports, site visits)– Count of improvements

Challenge:• Collecting uniform institutional level information


Organizational Capacity RubricCommunity Colleges State

Colleges Universities

Recruitment: Outreach E E E P E D E P E E E P E E P D

Inreach E E P D E D P P E D E P E P D D

Advising: Entry P E E D D P D E E D E E P D D D

Participating E E P P P D D P E P P E P D P D

Advancing E E E P P P D P E P D P D P P D

Mentoring P D E P D P D E E P P D D E E D

Academic support P E P D E D P P E E P P D E P D

Experiential learning E E E P P D P P E P D P E E D D

Curricula w/ multiple entries & pathways E P E P E P D P E P E D P P D D

Pathways: K-12 to college E E D D P P P E E D P P E P P D

CC to 4 yr D P D D E P E P E P P P D E P D

Articulation agreements P E E P P P E P E P E E E P D D

Professional Development E E P D E D P E E P P P E P P D

D DevelopingP PresentE Exemplary

Data are for illustration only


Evaluation Measurements:Alliance Impact

• Development of partnerships (member reports, site visits)– Counts of new partnerships– Number of practices spread– Characterization of partnerships and practices

• Structural change (member reports, site visits)– Count of new pathways– Count of new agreements– Characterization of pathways and agreements


Evaluation Measurements:Alliance Impact

• Development of partnerships (member reports, site visits)– Counts of new partnerships– Number of practices spread– Characterization of partnerships and practices

• Structural change (member reports, site visits)– Count of new pathways– Count of new agreements– Characterization of pathways and agreements

Challenge:• Creating agreed upon performance standards that allow measurement of progress


Assessing State of Partnership

• From Partnership for Reform in Science and Mathematics– Initiative of Board of Regents of the University

System of Georgia and Georgia Department of Education

• Partnership Rubric used to rate qualitative differences in targeted performance or implementation of strategies


Partnership Rubric

• 5 Dimensions– Vision and Goals– Communication– Decision Making– Responsibility and

Accountability– Change and Sustainability

• 4 Levels of Outcomes– Beginning– Emerging– Developing– Accomplished


CAITE Partnership (Jan 2010)• Vision and Goals – Emerging to developing

– A shared vision is forming with recognition by some of “value-added”. Increasing collaboration on common goals

• Communication - Developing– Communication promotes progress toward achieving a shared vision and common goals

• Decision-Making – Emerging to developing– Most partners are represented by those with limited authority to make decisions that promote

individual or organizational goals, but are less committed to making decisions toward common goals

• Responsibility and Accountability - Developing– Partners commit to new roles of shared responsibility as a result of a commitment to the common

goals

• Change and Sustainability - Emerging– Partners learn that all can contribute. They work together to identify necessary changes that meet

individual and common goals


Alliances are:- Complex- Ambitious- A challenge to

evaluate- Key to scaling success

and achieving the BPC agenda


BPC Common Core Indicators Examples from CAITE Alan Peterfreund NSF BPC – PI Meeting Los Angeles,...

Documents

Transcript of BPC Common Core Indicators Examples from CAITE Alan Peterfreund NSF BPC – PI Meeting Los Angeles,...