bpc common core indicators examples from caite alan peterfreund nsf bpc – pi meeting los angeles,...
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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
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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
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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
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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.
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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
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Participation
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Organizational Capacity
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Alliance Impacts
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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
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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
Challenges:• Data collection• Reporting trends of multiple institutions as core indicators
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Students Starting in a Computer Science Major As a Proportion of the Enrollment into 2000-2001
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Percentage of Underrepresented Minority Students Matriculating into CS Majors
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Women Matriculating into CS Majors
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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
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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
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Evaluation Measurements:Individual Participation and Outcomes (2)
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
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Evaluation Measurements:Individual Participation and Outcomes (2)
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
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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
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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 √ √ √ √
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Evaluation Measurements:Individual Participation and Outcomes (3)
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
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Evaluation Measurements:Individual Participation and Outcomes (3)
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
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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
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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
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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
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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?
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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
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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
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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
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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
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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
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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
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Partnership Rubric
• 5 Dimensions– Vision and Goals– Communication– Decision Making– Responsibility and
Accountability– Change and Sustainability
• 4 Levels of Outcomes– Beginning– Emerging– Developing– Accomplished
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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
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Alliances are:- Complex- Ambitious- A challenge to
evaluate- Key to scaling success
and achieving the BPC agenda
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