CSTEP Computer Science Transf Er Programs Transferring Computer

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CSTEP: Computer Science Transf. Er Programs Transferring Computer Science Community College Students to Four-year

CSTEP: Computer Science Transf. Er Programs Transferring Computer Science Community College Students to Four-year Universities Black, Brown & College Bound Summit 2008 Cesar Guerrero, USF Michelle Kobus, HCC Dr. Miguel Labrador, USF

The Problem • Americans’ interest in Computer Science is plummeting • Undergraduate enrollment is

The Problem • Americans’ interest in Computer Science is plummeting • Undergraduate enrollment is down 59 percent over the last 4 years • Incoming undergraduate women choosing to major in Computer Science between 2000 and 2005 declined 70 percent. Students Indicating Computing and Information Sciences as Intended Major on SAT 80000 70000 60000 50000 40000 30000 20000 10000 0 2001 2002 2003 Female 2004 2005 Male Source: College Board, “ 2006 college bound seniors: Total group profile report, ” 2006

The Problem • U. S. economy is expected to add 1. 5 million computer

The Problem • U. S. economy is expected to add 1. 5 million computer science and information related jobs by 2012. • Our education system is not producing enough highly skilled people to fill these critical positions • Shortage of skilled technologists portends a crisis in our nation’s ability to remain globally competitive • Diversity increases innovation and leads to the design of products and services that benefit a broader range of people. Computer Science is not a diverse field! • Hispanics and African-Americans will account more than one-third of the U. S. population by 2050 • Women will account for more than half the increase in total labor force growth between 2004 and 2014 • These minority populations are not majoring in computer science

The Problem US Hispanic and Black Population (Millions) Hispanic Black 102, 6 87, 6

The Problem US Hispanic and Black Population (Millions) Hispanic Black 102, 6 87, 6 73 59, 7 47, 8 35, 3 22, 6 22, 4 9, 6 26, 5 30 36, 6 42, 2 47, 7 53, 5 59, 5 65, 7 14, 6 1970 1980 1990 2000 2010* 2020* 2030* 2040* 2050* Census Projections Source: U. S. Census Bureau, 1970, 1980, 1990, and 2000. Population Projections, July 1, 2010 to July 1, 2050

The Problem Earned Bachelor's Degrees for Minorities Engineering Computer Science 20 000 18 000

The Problem Earned Bachelor's Degrees for Minorities Engineering Computer Science 20 000 18 000 16 000 14 000 12 000 10 000 8 000 6 000 4 000 2 000 Hispanic Black Other Source: National Center for Education Statistics (NCES) S&E Indicators 2008 87 19 89 19 91 19 93 19 95 19 97 20 00 20 01 20 02 20 03 20 04 20 05 19 85 0 19 87 19 89 19 91 19 93 19 95 19 97 20 00 20 01 20 02 20 03 20 04 20 05 19 19 85 0 Hispanic Black Other

Program Overview Flowchart

Program Overview Flowchart

Program Overview • Personal Transition Services Specialist (PTSS) • Academic, personal, career, and college

Program Overview • Personal Transition Services Specialist (PTSS) • Academic, personal, career, and college counselor • Program Coordinator – recruitment, liaison, program logistics and planning • Personal Transition Plans • Supplemental Learning Leaders • Peer-tutoring program in partnership with Academic Success Center • Key courses • Summer Programs I and II at USF • Enrolled in “Gate Courses” • Lunch-n-Learn Career Exploration Presentations given by Faculty

Program Overview • Social and Educational Components • Leadership Development Retreat • Attend REU

Program Overview • Social and Educational Components • Leadership Development Retreat • Attend REU research presentations and poster competitions • “How-To” Presentations • Write a research paper, design and present a poster, write a statement of purpose • School year at HCC • Professional development workshops, industry visits • Research Experience for Undergraduates (REU) Program at USF • Junior year at USF • Paid opportunity to work with faculty on research

Implementation • Marketing • Web site • Postcards, brochures, flyers, posters • In-class power

Implementation • Marketing • Web site • Postcards, brochures, flyers, posters • In-class power point presentations • Recruitment • Target population • Selection process • Administrative Tasks • Student registration process, USF ID’s, Orientation and HR meetings • Parking permits, stipends, memberships, books • Personal Transition Services Specialist (PTSS), Professor, TA, RA • Online surveys

Program Costs and Funding • Program Costs • Infrastructure • Student cost: year 1

Program Costs and Funding • Program Costs • Infrastructure • Student cost: year 1 ($1500), year 2 ($1900), year 3 ($3000) • Tuition, parking permit, books, IEEE subscription, stipend. • Obtaining Funding • NSF - BPC • USF & HCC funds • Donations • Scholarships

Participant Demographics • First-Year Cohort (Starting Summer 2009) • To be determined • Second-Year

Participant Demographics • First-Year Cohort (Starting Summer 2009) • To be determined • Second-Year Cohort (Started Summer 2008) • All Male • 1 African-American • 9 Hispanic

Initial Results Programming Concepts Class Grade A B C All 18 58% 8 26%

Initial Results Programming Concepts Class Grade A B C All 18 58% 8 26% 5 16% USF 13 62% 6 29% 2 9% Students who didn't have programming experience Had taken previous programming course Had programming experience (work) CSTEP 5 50% 2 20% 3 30% USF CSTEP A B C 4 57% 2 33% 5 50% 3 75% 4 100% 0 2 29% 2 33% 4 40% 0 1 14% 2 33% 1 10% 1 25% 0 0% 0 Total 7 6 10 4 4 0

Initial Results Summer Program I Evaluation Not Satisfied Somewhat Satisfied Very Satisfied Not applicable

Initial Results Summer Program I Evaluation Not Satisfied Somewhat Satisfied Very Satisfied Not applicable Parking at USF 25. 0% 50. 0% 12. 5% USF Library 0. 0% 25. 0% 50. 0% 35. 0% Labs Lectures Program Information USF registration 0. 0% 37. 5% 12. 5% 62. 5% 87. 5% 0. 0% 12. 5% 0. 0% 87. 5% 0. 0% 12. 5% 37. 5% 50. 0% CSTEP staff 0. 0% 100. 0% Stipend 0. 0% 87. 5% 12. 5% Item

Problems Encountered • Students with no previous programming experience • Struggled to succeed academically;

Problems Encountered • Students with no previous programming experience • Struggled to succeed academically; resulted in low final grades • Adjusting to USF • Quality of attention and support, larger classes, more work, faster pace • Taking classes while working 10/20 hours a week • HCC Professor at USF • Adjusting time, teaching style, and grading methodology • Recruitment Timeline • Started in the Spring – too late to make a difference in course selection • Lack of attendance for CSTEP Orientation • Missed out on pertinent information • Indicator of the level of commitment

Lessons Learned & New Initiatives • Faculty Tutoring Sessions • Held during Summer Program

Lessons Learned & New Initiatives • Faculty Tutoring Sessions • Held during Summer Program I • Students initiative • Peer-Tutoring Network (Math, Physics, and Computer Science) • Will support students all the way through the educational pipeline • Certified through the National Tutoring Association • Recruitment Timeline • Starting in the Fall Semester to ensure correct classes are taken prior to Summer Program I • New Partnerships • HCC Engineering Club • USF Polytechnic (AS to BS in IT degree)

Lessons Learned & New Initiatives • Pair Programming • An active and collaborative learning

Lessons Learned & New Initiatives • Pair Programming • An active and collaborative learning technique to be used in Programming Concepts • Require students to take Programming Logic at HCC prior to Summer Program I • Mandatory attendance at CSTEP Orientation • Find additional funding to support more students • Professional Development Workshops at HCC

Small Group Activity

Small Group Activity

Small Group Activity 1. What are other major-specific transfer programs you would like to

Small Group Activity 1. What are other major-specific transfer programs you would like to see implemented? Why? Is there a high need for these occupations or a lack of interest? 2. What are the advantages and disadvantages of major-specific transfer programs for students? 3. What are the advantages and disadvantages of major-specific transfer programs for faculty and staff? 4. What additional initiatives would you implement if you could create a major-specific transfer program of your choice? Why? What are the benefits to students, faculty, and staff?

Q & A with Presenters All presentation materials as well as additional information regarding

Q & A with Presenters All presentation materials as well as additional information regarding CSTEP can be found at: www. csee. usf. edu/BPC/

Student Feedback “I’m excited about this program! Having supervision and guidance on what our

Student Feedback “I’m excited about this program! Having supervision and guidance on what our next steps should be in college is great. College is a much bigger world than most students are accustomed to. It’s a plus to have the support of the other students in the program and an advisor helping us along the way. ” “The most beneficial about the CSTEP program is the tutoring and guidance. ” … “The constant support and "checking in" from the CSTEP staff, especially our advisor. ” “Even if CSTEP would not pay for my classes and book at USF nor include stipend, I would participate in CSTEP. “ “I believe that programs like CSTEP should be extended to any students that would like to transfer to USF. ” “I am grateful for the opportunity that has been given to me to be part of the Engineering department at USF and under such great leaders. “