Program Improvement Process for Equity in STEM (PIPESTEM)

1. 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

2. STEM Equity PipelineProgram Improvement Process For Equity Share Phase One - Orientation Phase Two – Data and Root Cause Analysis Phase Three – Implementation and Evaluation Assess Assess Assess Assess

3. Roots of PIPESTEM™

4. The Perkins Act Accountability Measures • Secondary and Postsecondary Participation • Secondary and PostsecondaryCompletion Does participation or completion lead to employment in nontraditional fields?

5. Disaggregation in Perkins Law • Gender • Race/Ethnicity • Special Populations • Male • Female • American Indian or Alaskan Native • Asian or Pacific Islander • Black, non-Hispanic • Hispanic • White/non-Hispanic • 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?

6. Explore Phase One - Orientation Phase Two – Data and Root Cause Analysis Share Phase Three – Implementation and Evaluation Assess Assess • Organize • Discover • Act Assess Assess • Select

7. 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 member’s knowledge

8. Explore Phase One - Orientation Phase Two – Data and Root Cause Analysis Share Phase Three – Implementation and Evaluation Assess Assess • Organize • Discover • Act Assess Assess • Select

9. 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.

10. What You’ll Do 3 Performance Participation Pipeline

11. PIPESTEM Implementation Plan What are your top 1-3 priority programs? Can you benchmark and draw on additional data?

12. Explore Phase One - Orientation Phase Two – Data and Root Cause Analysis Share Phase Three – Implementation and Evaluation Assess Assess • Organize • Discover • Act Assess Assess • Select

13. 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

14. Why Search for Root Causes? Keep from fixating on asilver bullet strategy! What causes or permits the gender-based gaps? What are the direct causes within your control?

15. Summary of the Research Authors: Lynn Reha, ICSPS; Mimi Lufkin, NAPE; Laurie Harrison, Foothill Associates

16. Root Cause Analysis • Root Cause • Conduct Equity Audit • Interview Students • Conduct Focus Groups

17. PIPESTEM Implementation Plan What data is needed before an intervention strategy is planned?

18. Explore Phase One - Orientation Phase Two – Data and Root Cause Analysis Share Phase Three – Implementation and Evaluation Assess Assess • Organize • Discover • Act Assess Assess • Select

19. 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.

20. PIPESTEM Implementation Plan Update the Implementation Plan with your goal.

21. http://www.wepanknowledgecenter.org/home http://www.ngcproject.org

22. SWOT Analysis • S • Strengths • Characteristics of the strategy that give it an advantage over others • W • Weaknesses • Characteristics that place the strategy at a disadvantage relative to others • O • Opportunities • External events that would leverage the strategy into higher yields • T • Threats • External events that would jeopardize the success of the strategy

23. PIPESTEM Implementation Plan What strategy will your group implement at your institution?

24. Explore Phase One - Orientation Phase Two – Data and Root Cause Analysis Share Phase Three – Implementation and Evaluation Assess Assess • Organize • Discover • Act Assess Assess • Select

25. 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 time-limited (SMART) objectives • create an effective evaluation plan for a selected strategycreate an implementation plan that ties objectives and evaluation together with task lists and timelines to ensure success.

26. Formative vs. Summative • SMART Objectives • Evaluation Planning • Implementation Plan

27. PIPESTEM Implementation Plan Use the Implementation Plan to develop a process evaluation plan.

28. PIPESTEM Implementation Plan Use the Implementation Plan to complete the summative evaluation plan.

29. 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