Program Improvement Process for Equity in STEM (PIPESTEM)

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


Assess

Select


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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


Assess

Select


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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?


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Explore

Assess

Assess

Assess

Share


Assess

Select


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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.


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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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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.

Program Improvement Process for Equity in STEM (PIPESTEM)

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