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With college advisory boards and potential employers consistently voicing their desire for engineers and scientists who can communicate well, work effectively in teams, and independently problem-solve, the Colleges of Engineering & Computer Science (ECS) and Natural Sciences and Mathematics (NSM) at Sacramento State University, a large, public, primarily undergraduate institution, have deployed two programs to explicitly address these skills for undergraduate science, technology, engineering, and mathematics (STEM) students. The goals of the NSF-funded Achieving STEM Persistence through Peer-Assisted Learning and Leadership Development (ASPIRE) project are to increase retention and decrease time to graduation for STEM students, as well as increase retention of women and underrepresented minorities (URM) in the STEM workforce by implementing evidence-based practices to promote student success during two critical transitions: 1) from lower-division to upper-division coursework in engineering; and 2) from upper-division coursework to an entry-level STEM career. ASPIRE aims to achieve these goals by: 1) adapting and implementing the NSM Peer Assisted Learning (PAL) program in gateway engineering courses; and 2) developing the Hornet Leadership Program which includes scaffolded opportunities for students to explore their leadership capacity and develop leadership skills. The main research questions for this study include: (1) Will the ECS PAL model and Hornet Leadership Program result in increased persistence and workforce readiness in STEM majors at a large, diverse university? (2) What attitude changes will this project have on students and faculty and the relationships between them? The first question is addressed through pre- and post-implementation student surveys and student course/GPA data. The second question is addressed through faculty surveys, faculty focus groups/interviews, and pre- and post-data from a faculty professional development workshop. In general, preliminary results from this study indicate the new ECS PAL program successfully attracts URM students and thus has the potential to support their persistence and STEM workforce readiness. Additionally, undergraduate students across both Colleges who participated in the inaugural Hornet Leadership Program gained non-technical skills and experiences directly linked to competitiveness and preparation for workforce entry and graduate programs. Finally, faculty surveys and the faculty professional development workshop indicate that faculty value student leadership development, but identify barriers to accomplishing this work.
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Broadening Participation in Computing via Professional Development for Community College CS/IT Faculty
This paper describes the creation of a virtual, interactive professional development course to build the capacity of community college faculty to recruit and retain women and underrepresented minorities in computing programs. The project was designed in response to community college faculty reporting need for practical methods to broaden participation in their programs and their feelings of isolation from like-minded faculty. The 12-session prototype has been piloted with eight community college faculty. The finalized PD will be available as free, standalone web-based modules. The course includes instruction on research-based practices for recruiting and retaining women and underrepresented minorities in computing. Evaluation mechanisms are developed to assess the impacts of the PD on faculty attitudes and teaching practices, and the effect of changed practices on introductory computing students’ engagement and persistence. Here we report preliminary findings from interviews. The project outputs will include polished online content modules, validated student survey instruments, a classroom observation protocol, and student and faculty interview instruments.
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- Award ID(s):
- 1525652
- PAR ID:
- 10065798
- Date Published:
- Journal Name:
- Proceedings of the Annual SIGCSE Conference on Innovation and Technology in Computer Science Education
- ISSN:
- 1931-0536
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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