Explore - The Equity Professionals

Explore - The Equity Professionals

Program Improvement Process for Equity in STEM (PIPESTEM) Mimi Lufkin, Chief Executive Officer Career and Technical Education Equity Council Conference Friday, September 20, 2013 Tulsa, OK STEM Equity Pipeline Program Improvement Process For Equity Share Phase One Orientation Phase Two Data and Root Cause Analysis Phase Three Implementation and

Evaluation Explore Asses s Act Asses s Organize Asses s

Discover Asses s Select NAPEEF 2 Roots of PIPESTEM NAPEEF 3

The Perkins Act Accountability Measures Secondary and Postsecondary Participation Secondary and Postsecondary Completion Does participation or completion lead to employment in nontraditional fields? NAPEEF 4 Disaggregation in Perkins Law

Gender Male Female Race/Ethnicity American Indian or Alaskan Native Asian or Pacific Islander Black, non-Hispanic Hispanic White/non-Hispanic Special Populations Underrepresented

gender students in a nontraditional CTE program Single parent Displaced homemaker Limited English proficiency Individuals with a disability Economically disadvantaged When are the intersections of equity important? NAPEEF 5

Explore Share Assess Act Assess Organize Assess Phase One Orientation Phase Two Data and Root Cause Analysis

Phase Three Implementation and Evaluation Discover Assess Select NAPEEF 6 ORGANIZE Module Objectives Organize a PIPESTEM Team Collect and submit data to NAPE for analysis

Orientation to NAPE, STEM Equity Pipeline and PIPE-STEMTM Expand team members knowledge NAPEEF 7 Explore Share Assess Act Assess

Organize Assess Phase One Orientation Phase Two Data and Root Cause Analysis Phase Three Implementation and Evaluation Discover Assess Select

NAPEEF 8 EXPLORE Module Objectives After completing this module, participants will be able to: compare the gendered difference in STEM participation in career and technical education compared to core academic STEM classes/STEM degree programs focus on the leaks in the STEM pipeline: the transitions (middle school to high school, high school to post-secondary education, etc.) benchmark local STEM data against national and state trends and patterns identify additional data needs. NAPEEF

9 What Youll Do 3 Performance NAPEEF Participation Pipeline 10 PIPESTEM Implementation Plan

What are your top 1-3 priority programs? Can you benchmark and draw on additional data? NAPEEF 11 Explore Share Assess Act Assess

Organize Assess Phase One Orientation Phase Two Data and Root Cause Analysis Phase Three Implementation and Evaluation Discover Assess Select

NAPEEF 12 DISCOVER Module Objectives After completing this module, participants will be able to: demonstrate their understanding of the research regarding non-traditional career preparation, particularly for women in STEM by summarizing specific root causes (and giving real-life examples) for the other participants develop hypotheses regarding root causes of gendered disproportionality in their local STEM programs prioritize root causes of gendered disproportionality in local STEM programs NAPEEF

13 Why Search for Root Causes? Keep from fixating on a silver bullet strategy! What causes or permits the gender-based gaps? What are the direct causes within your control? NAPEEF 14 Summary of the Research

Authors: Lynn Reha, ICSPS; Mimi Lufkin, NAPE; Laurie Harrison, Foothill Associates NAPEEF 15 Root Cause Analysis Root Cause Conduct Equity Audit Interview Students Conduct Focus Groups NAPEEF

16 PIPESTEM Implementation Plan What data is needed before an intervention strategy is planned? NAPEEF 17 Explore Share Assess Act

Assess Organize Assess Phase One Orientation Phase Two Data and Root Cause Analysis Phase Three Implementation and Evaluation Discover Assess

Select NAPEEF 18 SELECT Module Objectives After completing this module, participants will be able to: identify strategies to recruit and retain girls and women in STEM classes identify resources for programs, tools, websites, etc., designed to increase female participation in STEM audit current policies, procedures, and practices and evaluate whether they are effectively using limited human and fiscal resources to recruit and retain female students prioritize strategies based on local resources, effectiveness, alignment to root causes, and local capacity to implement and

sustain. NAPEEF 19 PIPESTEM Implementation Plan Update the Implementation Plan with your goal. NAPEEF 20 http://www.wepanknowledgecenter.org/home http://www.ngcproject.org NAPEEF

21 SWOT Analysis S NAPEEF Strengths Characteristics of the strategy that give it an advantage over others W Weaknesses

O Opportunities T Threats Characteristics that place the strategy at a disadvantage relative to others External events that would leverage the strategy into higher yields External events that would jeopardize the success of the strategy 22

PIPESTEM Implementation Plan What strategy will your group implement at your institution? NAPEEF 23 Explore Share Assess Act Assess

Organize Assess Phase One Orientation Phase Two Data and Root Cause Analysis Phase Three Implementation and Evaluation Discover Assess Select

NAPEEF 24 ACT Module Objectives After completing this module, participants will be able to: describe the difference between a summative or outcome evaluation and a formative or process evaluation write specific, measurable, achievable, realistic and timelimited (SMART) objectives create an effective evaluation plan for a selected strategy create an implementation plan that ties objectives and evaluation together with task lists and timelines to ensure success. NAPEEF 25

Formative vs. Summative SMART Objectives Evaluation Planning Implementation Plan NAPEEF 26 PIPESTEM Implementation Plan Use the Implementation Plan to develop a process evaluation plan. NAPEEF 27 PIPESTEM Implementation Plan

Use the Implementation Plan to complete the summative evaluation plan. NAPEEF 28 PIPESTEM CA IA IL ID GA MN MO NH OH OK WI CO DC ID KY LA NJ VT CA IL DC DE OH PA NAPEEF 29

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