digital divide summit 2000 conference on information technology league for innovation

Digital Divide SummitDigital Divide Summit

2000 Conference on Information TechnologyLeague for Innovation

ModeratorsModerators

Gerardo E. de los Santos

Vice President for Alliance ServicesLeague for Innovation

E-mail: [email protected]

Alfredo G. de los Santos Jr.

Senior League Fellow

League for Innovation;

Research Professor

Arizona State University

E-mail:

[email protected]

AgendaAgendaPart I: Three 20 Minute Keynote Presentations (1

Hour)

Part II: Focus Groups/Affinity Activity (1 1/2 hours)

Part III: Summary/Debrief /Next Steps(1/2 hour)

Keynote PresentersKeynote Presenters

George Boggs, PresidentAmerican Association of Community Colleges

Norman Fortenberry, DirectorDivision of Undergraduate EducationNational Science Foundation

David Bolt, Executive DirectorPBS Digital Divide SeriesMiramar Studios

Faces of the Future: Faces of the Future: Community Colleges Bridging Community Colleges Bridging

the Digital Dividethe Digital Divide

George Boggs, President

American Association of Community College

No Internet ExperienceNo Internet Experience

0%

10%

20%

30%

40%

50%

60%

10 to 17 18 to 20 21 to 25 26 to 39 40 to 59 60+

Credit StudentsNoncredit Students

Source: Faces of the Future, AACC


Credit

– 11% of all students

– 33% 60 or older

– 20% students 40 to 59 years old

– 20% of the single parents

– 15% of first generation students



Noncredit

– 34% unemployed, looking for work

– 40% unemployed, not looking for work

– Over 50% of students aged 60 or older

– Only 17% aged 18 to 20


Problems with Cost Problems with Cost of Computersof Computers

0%10%20%30%40%50%60%70%80%90%

100%

10 to 17 18 to 20 21 to 25 26 to 39 40 to 59 60+

Major Problem Moderate ProblemMinor Problem Not a problem


Problems with Cost Problems with Cost of Computersof Computers

Consistently rated as one of the top five

problems

20% of credit students as major problem

– 28% students aged 26 to 39

– 25% of first-generation students

– 39% of single parents


Training for IT FieldTraining for IT Field

18% of credit students cited developing computer skill as major reason for attending– 23% first-generation

– 25% single parents

– 24% unemployed

33% of noncredit students aged 40 or older


Training for IT fieldTraining for IT field

12% of Credit students training for new career

in IT field

– 16% students aged 40 to 59

12% of noncredit students training for new

career in IT field


Growth in Computer SkillsGrowth in Computer Skills

College experience provided a major contribution

to growth in computer skills

– Nearly 20% of credit students 31% of single parents

28% of first-generation parents

26 and older more likely to report growth for personal use

rather than work-related tasks


Growth in Computer SkillsGrowth in Computer Skills

College experience provided a major

contribution to growth in computer skills

– Nearly 20% of noncredit students

47% of students aged 60 or older


First-Generation StudentsFirst-Generation Students

0%

10%

20%

30%

40%

50%

60%

Public assistance Cost of Computeris problem

Household income< $20,000

English notprimary language

First-Generation Not First-Generation


First-Generation StudentsFirst-Generation Students

More likely to be attending a community

college

– for reasons related to current job

– to develop computer skills

– to enter the workforce after a major life change


Taking Classes to Develop Taking Classes to Develop Computer SkillsComputer Skills

0%

20%

40%

60%

80%

100%

Youngerthan 18

18-20 21-25 26-39 40-59 60 orolder

Major Reason Moderate reason Minor reason Not a reason


Older Students (40+)Older Students (40+)

Noncredit students were more likely than

credit students to be 40 years old or older

One third reported a major reason for

attending was to gain computer skills


Presence of Computers at Home

Family Income 5,000-9,999: 11.6 percent of homes have a computer



Family Income Over 75,000: 76.8 percent of homes have a computer

Source U.S. Census Bureau. Internet Release Date October 14, 1999

Use of Internet at Home, School, or Work by Persons 18 Years or Older

Race At Home At School At Work

White 36.8 37.7 18.4

Black 26.4 33.0 11.2

Hispanic 25.9 26.1 7.7

Source U.S. Census Bureau. Internet Release Date October 14, 1999

Percent of U.S. Households Using thePercent of U.S. Households Using the Internet by Race/Origin by Rural, Urban Internet by Race/Origin by Rural, Urban

and Central City Areasand Central City Areas

0%

10%

20%

30%

40%

White non Hispanic 30% 24% 32% 32%

Black non Hispanic 11% 7% 12% 10%

Other non Hispanic 33% 17% 35% 32%

Hispanic 13% 10% 13% 10%

U.S Rural UrbanCentral

City

Source: National Telecommunications and Information Administration, 1999

Urban/Rural DivideUrban/Rural Divide

Urban Households with incomes of $75,000 and higher are more than twenty times more likely to have access to the Internet than rural households at the lowest income levels, and more than nine times as likely to have a computer at home.


Racial DifferencesRacial Differences

Whites are more likely to have access to the Internet from home than Blacks or Hispanics have from any location


Race/EthnicityRace/Ethnicity

Blacks and Hispanic households are approximately one-third as likely to have home Internet access as households of Asian/Pacific Islander descent, and roughly two-fifths as likely as White households.


Rural/UrbanRural/Urban

Regardless of income level, Americans living in rural areas are lagging behind in Internet Access.

At the lowest income levels, those in urban areas are more than twice as likely to have Internet access than those earning the same in rural areas.


Growing GapGrowing Gap

The gaps between White and Hispanic households, and between White and Black households, are now [1998] approximately five percentage points higher than they were in 1997.


Employment Projections From 1998-2008

The fastest growing industry in wage and salary is the computer and data processing services industry with a growth rate of 117%. The next closest is health services with a 67% growth rate.

The top five fastest growing occupations, in terms of job growth are all computer related. Computer engineers (108%) support specialists (102%) and systems analysts (94%) database administrators (77%) and desktop publishing specialists (73%)

Source: Bureau of Labor Statistics. Internet Release Date: February 9, 2000

Total Money Income of Families in 1998

The median incomes, by families, in 1998 were as follows:

White: $49,023

Black: $29,404

Hispanic: $29,608

Source: U.S. Census Bureau CPS, 1999

The State Prison Population in 1991

The following is the racial breakdown of the state prison population in 1991:

White 35%

Black 46%

Hispanic 17%

Source: Bureau of Justice Statistics. Survey of State Prison Inmates, 1991

Educational Attainmentby Race

Race Associate Baccalaureate Advanced Degree

White 6.3% 14.2% 3.2%

Black 5.3% 7.6% 3.8%

Hispanic 5.3% 6.4% 3.6%

Source: U.S. Bureau of the Census 1994

Ethnic Make-Up of Community College Students in Fall 1997

Race Percentage

White 70.6

Black 9.9

Native American 1.1

Asian/Pacific Islander 5.0

Hispanic 9.3

Nonresident Alien 2.5Source: National Center for Education Statistics Data files, 1999

Breakdown of the Location of Community Colleges

12.2% of the community colleges are urban

28.4% are in large towns/small cities

24.6% are in the suburbs

34.8% are in rural area/small towns

Source: AACC Database, 2000

Enrollment in Urban and Rural Community Colleges

Urban community colleges had 21% of the total community college enrollment in Fall of 1997.

Rural community colleges had 13.8% of the total community college enrollment in Fall of 1997.

Source: AACC Database, 2000

NSF Support for NSF Support for Bridging the Digital DivideBridging the Digital Divide

Norman FortenberryNational Science Foundation

NSF Community College LiaisonDivision of Undergraduate Education

Division of Human Resource Development

[email protected]

League for InnovationNovember 10, 2000

NSF PrioritiesNSF Priorities

Provide a high quality education for every child

Prepare the future SMET workforce including teachers and technicians

Maintain and enhance public awareness of, interest in, and understanding of scientific and technological developments

The Digital DivideThe Digital Divide

Decreasing student performance in math and science,

Decreasing domestic base of SMET professionals

Teachers uncomfortable with the use of learning technologies

Decreased public understanding of science

The de los Santos’s The de los Santos’s Recommendations to CC’sRecommendations to CC’s

League for Innovation, Leadership AbstractEducation research on access and

participation,Develop strategic technology plans,Ensure all students develop technological

literacy,Provide opportunities for faculty and staff

to use emerging technologies,

The de los Santos’s The de los Santos’s Recommendations to CC’sRecommendations to CC’s

Prepare workers for the new economy,Create venues where students can access

technologies,Facilitate the professional development of

teachers, andSeek relationships with technology partners.

NSF Response:NSF Response:Education ResearchEducation Research

9729401 George Mason U. This project correlated student demographic characteristics and institutional characteristics with metrics of student success within LSAMP projects. [LSAMP]

9616499 Maricopa Community College District CISE/EHR/ENG/MPS Collaborative Research on Learning Technologies: Community-based Learning Systems. Exploration of the use of Multi-user Design Environments to help students with conceptual understanding of scientific concepts. [CRLT ROLE]

In FY-02, DUE will initiate an Undergraduate Assessment program. [ASSESS]

NSF Response:NSF Response:Strategic Technology PlansStrategic Technology Plans

9653670 Sinclair Community College developed a “college within a college” to pilot better alignment of curriculum format with modern delivery systems, modern workplace needs, and modern operating systems. [ATE]

A key component of the newly developing Tribal Colleges and Universities Program will be the development of institutional technology plans. [TCUP]

NSF Response:NSF Response:Technological LiteracyTechnological Literacy

9850052 Prince George's Community College, Largo, MD, is creating an institution-wide reform of courses and curricula with the goal of increasing students' technological literacy and skills and their understanding of the interdisciplinary nature of the natural sciences, mathematics, social sciences, and technologies. [CCD CCLI]

NSF Response:NSF Response:Faculty and Staff Use of Faculty and Staff Use of

TechnologiesTechnologies 9952700 Arapahoe CC is establishing a state-of-

the-art computer classroom and, among other things, providing opportunities to use new technologies to faculty at high school, community colleges, and 4-year colleges along the Front Range. [CCLI-A&I]

9554683 Joliet Junior College organized a series of intensive workshops for physics faculty at geographically dispersed 2-year colleges. The project has reached 778 faculty at 281 institutions in 46 states and territories. [UFE CCLI-ND]

NSF Response:NSF Response:Prepare New Economy Prepare New Economy

WorkersWorkers 9987263 Metropolitan CC (NE) is targeting

women and minority students who have completed a tech-prep experience as well as current and former Omaha PS students as scholarship recipients in computer science and engineering with emphasis on assoc degree attainment, workforce entry and articulation to BS programs. [CSEMS]

9553538 Atlanta Metropolitan College Young Scholar Program targeted middle grade students for exposure to chemistry and math [YS ASCEND]

NSF Response:NSF Response:Prepare New Economy Prepare New Economy

WorkersWorkers

FY-00 The University of Texas at Brownsville/Texas Southmost College (UTB/TSC), an institutional member of the University of Texas System LSAMP, will implement an institutional capacity building activity designed to strengthen SMET teaching and learning and to improve the access and retention of underrepresented groups in SMET. The proposed activity also includes organizing a conference in which representatives of several Hispanic-Serving Institutions will identify effective SMET infrastructure enhancement strategies. [LSAMP]

NSF Response:NSF Response:Student Access to TechnologyStudent Access to Technology0085831 Foothill College (CA) is a partner

in a collaborative proposal to develop a digital library for earth science education which will collect existing “works in progress”, develop metadata to assist end users in accessing the works, and develop and implement a community review system. [NSDL]

NSF Response:NSF Response:Student Access to TechnologyStudent Access to Technology9906114 IWITTS (DC) is seeking to

increase the recruitment and retention of women in science, mathematics, engineering, and technology fields within community colleges through demonstration of proven gender equity practices. A strong focus on on institutionalization of practices beyond the project duration period. [PGE]

NSF Response:NSF Response:Student Access to TechnologyStudent Access to Technology9906043 Science and mathematics faculty

from Lansing Community College (LCC) and Holt High School in Lansing Michigan, service agency providers, and businesses are working collaboratively to develop a model to increase students with disabilities‘ accessibility to careers in science, mathematics, engineering, and technology. [PPD]

NSF Response:NSF Response:Teacher Professional Teacher Professional

DevelopmentDevelopment 0087049 AACC, CIC, and ICO via subgrants to

member colleges are emulating the GK-12 activity with undergraduate students with an emphasis on developing students’ interest in K-12 teaching careers. [CETP TP?]

9634034 Maricopa CCD conducted a 5-year multi-million dollar project to implement innovative national curricular materials to 187 high school teachers in 5 K-12 school districts. [TE/LSC]

NSF Response:NSF Response:Technology PartnersTechnology Partners

9908409 South Carolina ATE Center has as a partner a local bank which is sponsoring technician scholarships. For the bank the returns on its investment include– Support for local industrial development– Strengthened ties to the local college– Future customers (individuals and companies)– Broad economic development– Good community citizenship

[ATE]

NSF Response:NSF Response:Program AcronymsProgram Acronyms

ASCEND = After School Centers for Exploration and New Discovery <http://www.nsf.gov/cgi-bin/getpub?nsf0099>

ASSESS = Undergraduate Assessment (new program to be announced) <http://www.ehr.nsf.gov/EHR/DUE/default.asp>

ATE = Advanced Technological Education <http://www.ehr.nsf.gov/EHR/DUE/default.asp>

CCLI = Course, Curriculum, and Laboratory Improvement <http://www.ehr.nsf.gov/EHR/DUE/default.asp>


CSEMS = Computer Science, Engineering, and Mathematics Scholarships <http://www.ehr.nsf.gov/EHR/DUE/default.asp>

NSDL = National SMETE Digital Library <http://www.ehr.nsf.gov/EHR/DUE/default.asp>

PGE = Program for Gender Equity <http://www.ehr.nsf.gov/hrd/>

PPD = Program for Persons with Disabilities <http://www.ehr.nsf.gov/hrd/>


ROLE = Research on Learning and Education <http://www.nsf.gov/cgi-bin/getpub?nsf0017>

TCUP = Tribal College and University Program (new program to be announced) <http://www.ehr.nsf.gov/hrd/>

TE/LSC = Teacher Enhancement/Local Systemic Change <http://www.ehr.nsf.gov/esie/programs.htm>

Take Home MessagesTake Home Messages

NSF can not accomplish its objectives with respect to workforce, student learning, and teacher education without community colleges . . . There are opportunities beyond ATE and beyond DUE.

Community colleges have the students, the industry ties, the respect of governors, and the influence within higher ed NSF requires to achieve its goals.


Community colleges have a unique opportunity and responsibility to bridge “have” and “have not” communities.

A coalition of cc’s (led by Eastern IA CC district) is working with MIT on environmental technology research and education. It is an equal partnership, bridging theory and practice, with mutual benefits.


Community colleges can lead “have not” communities to technological, economic, and social empowerment.– Doorway to high quality jobs– Bridge to advanced study– Provider of skills maintenance and lifelong

learning opportunities

PBS Digital Divide SeriesPBS Digital Divide Series

David BoltExecutive Director

PBS Digital Divide Series

Studio Miramar

Topic GroupsTopic Groups

Information Sharing Activity

FacilitatorsFacilitatorsKaren Wells, Sinclair Community College, OHRobert Griffin, De Anza College, CAPatricia Grunder, Santa Fe Community College, FLLou Murillo, San Diego CCD, CAGeorge Boggs, American Association of CCsNorman Fortenberry, National Science FoundationDavid Bolt. Miramar Studios/PBSCindy Miles, League for Innovation

Summary/DebriefSummary/Debrief

Next Steps, Questions/Comments

digital divide summit 2000 conference on information technology league for innovation

Documents

aacc slide

older students

noncredit students

innovation slide

hour slide

older source

computer skills source

field source