Program Improvement Process for Equity in STEM (PIPESTEM)
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Program Improvement Process for Equity in STEM (PIPESTEM)
Mimi Lufkin, Chief Executive OfficerCareer and Technical Education Equity
Council ConferenceFriday, September 20, 2013
Tulsa, OK
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STEM Equity PipelineProgram Improvement Process For Equity
Organize
Explore
Discover
Select
Act
Assess
Assess
Assess
Assess
Share Phase One - OrientationPhase Two – Data and Root Cause AnalysisPhase Three – Implementation and Evaluation
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Roots of PIPESTEM™
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The Perkins Act
Accountability Measures
Secondary and Postsecondary Participation
Secondary and Postsecondary Completion
Does participation or completion lead to employment in nontraditional fields?
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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?
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Explore
Assess
Assess
Assess
Share
Organize DiscoverAct
Assess
Select
Phase One - OrientationPhase Two – Data and Root Cause AnalysisPhase Three – Implementation and Evaluation
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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
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Explore
Assess
Assess
Assess
Share
Organize DiscoverAct
Assess
Select
Phase One - OrientationPhase Two – Data and Root Cause AnalysisPhase Three – Implementation and Evaluation
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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.
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What You’ll Do
3
Performance Participation Pipeline
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What are your top 1-3 priority programs?
Can you benchmark and draw on additional data?
PIPESTEM Implementation Plan
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Explore
Assess
Assess
Assess
Share
Organize DiscoverAct
Assess
Select
Phase One - OrientationPhase Two – Data and Root Cause AnalysisPhase Three – Implementation and Evaluation
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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
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Why Search for Root Causes?
Keep from fixating on asilver bullet strategy!
What are the direct causes within your control?
What causes or permits the gender-based gaps?
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Summary of the Research
Authors: Lynn Reha, ICSPS; Mimi Lufkin, NAPE; Laurie Harrison, Foothill Associates
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Root Cause Analysis
• Conduct Equity Audit
• Interview Students
• Conduct Focus Groups
Root Cause
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What data is needed before an intervention strategy is planned?
PIPESTEM Implementation Plan
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Explore
Assess
Assess
Assess
Share
Organize DiscoverAct
Assess
Select
Phase One - OrientationPhase Two – Data and Root Cause AnalysisPhase Three – Implementation and Evaluation
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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.
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Update the Implementation Plan with your goal.
PIPESTEM Implementation Plan
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http://www.ngcproject.org
http://www.wepanknowledgecenter.org/home
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SWOT Analysis
Strengths• Characteristics of the strategy that give it
an advantage over othersS
Weaknesses• Characteristics that place the strategy at
a disadvantage relative to othersW
Opportunities• External events that would leverage the
strategy into higher yieldsO
Threats• External events that would jeopardize
the success of the strategyT
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What strategy will your group implement at your institution?
PIPESTEM Implementation Plan
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Explore
Assess
Assess
Assess
Share
Organize DiscoverAct
Assess
Select
Phase One - OrientationPhase Two – Data and Root Cause AnalysisPhase Three – Implementation and Evaluation
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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 strategy
create an implementation plan that ties objectives and evaluation together with task lists and timelines to ensure success.
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Formative vs. Summative
SMART Objectives
Evaluation Planning
Implementation Plan
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PIPESTEM Implementation Plan
Use the Implementation Plan to develop a process evaluation plan.
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PIPESTEM Implementation Plan
Use the Implementation Plan to complete the summative evaluation plan.
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PIPESTEM™
CA IA IL ID GA MN MONH OH OK WI
CO DC ID KY LA NJ VT
CA IL
DC DE OH PA