Essential Elements forEffective Bridge Programs ATE PI Conference Washington DC October 27, 2011
Our panel• Ingrid Dahl & Chris Runde, Bay Area Video g d a C s u de, ay ea deo Coalition, San Francisco• Laurence Clement, Bridge to Biotech, City College of S C ll f San Francisco F i• Angela Wall, Industrial Systems, Wayne Community College, Goldsboro, NC College Goldsboro• Jerry Somerville, Researcher, Pathways to ATE• Moderator: Norena Norton Badway, Targeted Research PI, San Francisco State University
Purpose of our research• 1 G th and disseminate promising 1: Gather d di i t i i practices about implementing three intentional career pathways• 2: Employ a multiple knowledge sharing multiple-knowledge-sharing research model.
Our presentation• Motivation• What is in place now p• Data• Support• Advice for others
BAVC’s motivationBAVC s• For BAVC: Support low income, pp , marginalized youth by providing access and skills in new media training as well as college and career readiness readiness.• The Challenge: Losing alums after they g graduated – we needed to keep supporting p pp g students so they would successfully matriculate into community college, engage their families, and respond to the families challenges that stand between STEM career pathways.
In place with BAVC• 40 students in Tracks• 20 students in Bridges• All attend career panels at CCSF• All engage family members at family nights g• All link in paid summer internships, industry placed• Alums can continue as paid mentors or matriculate into Bridges
BAVC’s data BAVC sImpetus for our work:• O One in two freshman at two-year i tit ti i t f h tt institutions fail to return for f il t t f a sophomore year (ACT, 2004).• 25% African Americans and 20% Latinos currently graduate from CA community colleges (Note: State of California enrolls y g ( one fourth of the entire country’s community college students).Current Evaluation / Data• Since 2006, Rockman et al have been our external evaluators, who will continue to work with us on the ATE grant.• Our internship component rating: 9.03 out of 10 in developing p p g p g confidence in STEM-related skills• After completing the internship, 91% of our students went into a paid position in a technology-related business and/or entered an advanced educational program.
Support BAVC received• BAVC was fortunate to have the support of pp our partner, MPICT, a fellow ATE grantee based at CCSF to engage STEM-related departments in our project project.• We are working with Computer Science, Multimedia Studies, and Broadcast , Publishing in addition to career centers and networks at CCSF• Extending from our previous Digital Pathways program, we have financial support from NSF and family foundations pp y
BAVC’s AdviseBAVC s• Identify challenges that you can bridge to y g y g engage students who may have larger hurdles in committing to a STEM career and college track track.• Partner with youth media organizations ( (BAVC model) who can p ) provide additional skills and support linking high school to college.• Consider engaging families to feel confident about their child’s interest and commitment to STEM careers and studies.
Bridge to Biotechmotivation i i• Increase Enrollment in Biotech program at City College of San Francisco• Increase diversity (age, et c ease d e s ty ethnicity, income c ty, co e level,…) of student population in higher- level Biotech courses• Increase Retention and Completion in the Biotech “gatekeeper” courses
In place with Bridge toBiotech i h• 3 linked courses in Math, Language and Science , g g forming a “Learning Community”• Contextualized Math and Language content to Biotechnology Bi t h l• Science course prepares directly for City College Biotech certificate “gatekeeper” courses: BIO, gatekeeper CHEM, BTECH• Credit courses which count toward an entry-level Biotech L b Bi t h Laboratory Assistant Certificate t A i t t C tifi t• Optional: Internship Program with Professional Development and Networking component
Bridge to Biotech’s data Biotech sResults in the Bridge1. Diversity: 82% low income or unemployed students, 18%1 students African American, 33% Asian, 22% Hispanic, 42% ESL students, As low as 8-9th grade math and English skills on TABE test before the Bridge2. Retention & Completion in basic skill classes:70% of students complete the BridgeResults after the BridgeR lt ft th B id1. Continuation: 83% who complete the Bridge continue to more advanced certificates at City College of San Francisco2. Success: Higher level passing rates for Bridge students in some of the “gatekeeper” courses compared to non- Bridge students
Support Bridge to Biotechreceived i d• Was started in 2002, with a Vocational and , Technical Education Act grant (VTEA/Perkins) grant and an NSF Course Curriculum and Laboratory Improvement (CCLI, now TUES) y p ( , ) grant• In 2006, classes were institutionalized as credit courses and included in a Biotech Laboratory Assistant Certificate. The Bridge to Biotech is now self-sustaining• The Internship Program was supported through separate grants. Institutionalization is underway.
Bridge to Biotech’s Advise Biotech s• Bio-Link, a National ATE Center located at City College, in collaboration with the Synergy Collaboratory project which includes 13 other ATE centers and experts on scale-up, is currently piloting a dissemination process for the Bridge to Biotech program.• Our Bridge to Biotech Bio-Link team has been working with 5 community college biotech programs around the country (in Georgia Missouri, New Georgia, Missouri York state, Puerto Rico) since May 2011 to support them in adopting the Bridge to Biotech at their college.• Support include: – Building a Bridge to Biotech Learning Community, where colleges can support each other and develop their own adaptation of the Bridge to Biotech – Bio-Link Webinars on key features of the CCSF Bridge to Biotech, with discussions on adaptability to each college p y g – Bridge to Biotech Toolkit, listing successful practices and materials for new adopters – One-on-one support from Bridge to Biotech faculty and coordinators
Wayne sWayne’s motivation• Intro Algebra was particularly holding our students back• CIP for EET helped us to remove prerequisite barriers• 2 year program had turned into a 3 year program f many students for t d t• Needed JIT learning to enable students to succeed• Industry feedback: communications, teaming, & problem-solving skills were lacking p g g
In place at Wayne• Teaching Team – Math, English, Technology Instructors• Learning Community – Students take their Math, English, and Technology classes as a cohort during the same semester• Project Based Learning (PBL) implemented j g( ) p and all classes support the completion of the project
Wayne sWayne’s data• Success rates for ALL related classes and demographic (age, gender, race/ethnicity) data has been collected• Data was collected from our in-house database• Success rates and Final Exam scores were significantly higher for the PBL/LC students, including f women and d l d for d minorities
Support Wayne received• Industry support was crucial (advisory board surveys, etc.)• SC ATE Center at Florence-Darlington Ce te o e ce a gto Tech provided training, financial assistance, mentoring and technical support for the project• Administration provided time off and adjuncts f team members to participate d for b in meetings, trainings, and other activities
Wayne sWayne’s Advise• Approval of admin is crucial to involve other pp areas and put in the “right” instructional team• B prepared t put in twice th effort and to Be d to t i t i the ff t dt change your old ways of doing things• Be prepared to make changes due to lessons learned• Training is NECESSARY for instructors to succeedd• Regular team meetings are a must for the LC teaching team
BAVC Contacts• Chris Runde Digital Pathways/Next Gen Runde, Manager, firstname.lastname@example.org• Ingrid Hu Dahl, Director, Next Gen g , , email@example.com www.bavc.org/adp
Bridge to Biotech contactLaurence Clement, ,City College of San Francisco,Bio-LinkBio Linklclement@ccsf.edu
Wayne sWayne’s PBL ContactAngela WallWayne Community College3000 Wayne Memorial DriveGoldsboro,Goldsboro NC 27534(919) firstname.lastname@example.org
Pathways to ATE CareersContactsContacts• Norena Norton Badway, PhD; Principal Investigator; email@example.com• Jerry Somerville, PhD; Project Manager /Senior Researcher; 707-287-0821 JASomerville@comcast.net JASomerville@comcast net• Barbara Anderegg, PhD; Senior gg, ; Researcher; firstname.lastname@example.org