Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Powerful indicators suggest that there may be more than one million new jobs in STEM related fields by the year 2024 (Bureau of Labor Statistics, 2018), with the largest growth rate of 23.1% in the Information Technology (IT) sector. Equally powerful indicators suggest that Hispanics are one of the fastest growing demographic groups in America, but one of the least represented in STEM post-secondary education and STEM careers. The importance of these two indicators in terms of America’s global competitiveness and economic growth cannot be underestimated. In considering how to address these two indicators, a collaborative initiative continues to be expanded in which resources from the Florida Board of Governors and the US Department of Education (USDOE) Title III Hispanic Serving Institution (HSI) Grant has resulted in a vibrant infrastructure and sustainable model to support the transition of students from the state colleges to the university. In addressing these issues, the session will highlight the “ progress”, “success”, and “lessons learned” of the first three years of a 4.5 M US DOE Title III transformative project for Hispanics and low income students. The awarded five-year (2016-2021) STEM articulation project is based on the extensive collaboration among two state colleges (*) and a recent Hispanic Serving Institution (HSI) university (*2016) with a combined undergraduate enrollment of 140,000+ students. The present initiative builds upon the successful Computer Accelerated Pipeline to Unlock Regional Excellence (CAPTURE) program sponsored by the Florida Board of Governors (BOG).
The paper will report on the success of the curriculum mapping and articulation agreements enacted by the two State Colleges in collaboration with the 4 year institution (*) to support student degree completion in computer science and engineering programs. In addition, the session will report on a Systemic, Evidenced-Based and Student Centered (SE-SC) framework designed to maximize the number of academically-talented, Hispanic students who complete a degree and are career ready to enter engineering and computer science (ECS). The SE-SC framework has guided the implementation of select interventions/practices that meet the criteria of being able to be sustained, have broad impact (‘systemic’), are based on evidence supporting their effectiveness in STEM learning environments (‘evidenced-based’), and that directly engage and support students (‘student-centered’) as they traverse the academic pathway leading to degree completion in Engineering and Computer Science (ECS). This research project aligns with the need to boost the nation’s economic growth and competitiveness by not only expanding emphasis on STEM education but systemically addressing ways to expand the impact the success of ‘Hispanic’ students, thus contributing to a growing, more diverse talent pool for STEM education and careers.
Data analysis across the past three years (2016-2019) validate the effectiveness of the research model proposed initiative in increasing student pipeline and graduation rates. The process has also deepened our understanding of students’ needs in terms of how to better align student career aspirations with industry workforce needs. The effectiveness of the collaborative model could be replicated among other institutions interested in promoting engineering degrees among Hispanic and low income students.
Zilouchian, A., & Romance, N., & vitale, M., & Myers, A. L., & Hamadeh, D. (2020, June), A Collaborative Framework to Advance Student Degree Completion in STEM Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--33981
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