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

NAPEEF © 2 STEM Equity Pipeline Program Improvement Process For Equity Organize ExploreDiscoverSelectAct Assess Share Phase One - Orientation Phase Two – Data and Root Cause Analysis Phase Three – Implementation and Evaluation

NAPEEF © 3 Roots of PIPESTEM™

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

NAPEEF © 5 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 © 6 Explore Assess Share Organize Discover Act Assess Select Phase One - Orientation Phase Two – Data and Root Cause Analysis Phase Three – Implementation and Evaluation

NAPEEF © 7 ORGANIZE Module Objectives Organize a PIPESTEM Team Collect and submit data to NAPE for analysis Orientation to NAPE, STEM Equity Pipeline and PIPE-STEM TM Expand team member’s knowledge

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

NAPEEF © 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.

NAPEEF ©10 What You’ll Do 3 PerformanceParticipationPipeline

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

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

NAPEEF © 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

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

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

NAPEEF © 16 Root Cause Analysis Conduct Equity Audit Interview Students Conduct Focus Groups Root Cause

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

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

NAPEEF © 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.

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

NAPEEF ©

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

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

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

NAPEEF © 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 strategy create an implementation plan that ties objectives and evaluation together with task lists and timelines to ensure success.

NAPEEF © 26 Formative vs. Summative SMART Objectives Evaluation Planning Implementation Plan

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

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

NAPEEF © 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