Georgia Piedmont Technical College. Advanced Technological Education Program Solicitation. Project Description. STEM Girls Summer Camp Initiative

Transcription

1 Georgia Piedmont Technical College Advanced Technological Education Program Solicitation Project Description STEM Girls Summer Camp Initiative Project Overview Georgia Piedmont Technical College (GPTC) is partnering with Clayton State University (Clayton State) and the DeKalb County School System (DCSS) to develop and execute a STEM Girls Summer Camp Initiative. This three week summer camp for girls entering high school (8 th and 9 th grade) will stimulate interest in and improve student understanding of STEM, STEMrelated and non-traditional careers by utilizing innovative project-based learning (PjBL) techniques and curriculum. Particular emphasis will be on specific careers in the areas of criminal justice, computer graphics and design, computer information systems (IT), automotive technology, and welding technology. GPTC and its partners will develop a recruitment, education and mentoring initiative to increase the number of students, particularly females, exposed to and enrolled in these disciplines and career pathways. The goals of the summer camp are: 1) To improve student understanding of STEM, STEM related, and non-traditional careers using innovative methods including project-based learning techniques, work-based and laboratory based experiences and projects; 2) To encourage girls to challenge the expectations that society has for girls and women in regard to career choices; 3) Implement strategies that support student recruitment, retention and completion of STEM, STEM related, and non-traditional careers by providing mentoring opportunities to girls; 4) Establish an instructional model for promotion of STEM careers to girls suitable for replication and dissemination at similar institutions. Background and STEM Initiatives at GPTC, Clayton State and DeKalb County School System Georgia Piedmont Technical College was established in 1961 and is one of 25 technical colleges in the Technical College System of Georgia. GPTC serves over 17,000 students annually through accredited programs, continuing education and adult education. Georgia Piedmont Tech offers Associate in Applied Science degrees, diplomas and technical certificates of credit in information systems, engineering technology, business and computer technologies, transportation technologies, industrial technologies, public safety and security, health-related technologies and professional services. Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 1

2 GPTC serves DeKalb, Newton, Rockdale and Morgan Counties in the east metropolitan Atlanta area with a total population of over 950,000. GPTC enrolled 6882 students in credit courses in FY 2012 and awarded 1623 credentials. The student body is 60% female/40% male; 75% African American, 16% Caucasian, and 9% other. Clayton State University is the only four-year institution in Clayton County, Georgia located in the southern metropolitan Atlanta area and serves approximately 7,000 students. U.S. News & World Report has ranked Clayton State in the first tier of regional colleges as having the most diverse student population among comprehensive baccalaureate-level colleges and universities in the South eight times since Clayton State offers STEM related degree programs in Mathematics, Information Technology, Computer Science, Mathematics with Teacher Certifications for Middle School and Secondary Education, Pre-Engineering Chemistry, Technology Management, Biology and Biology with Teacher Certification in Secondary Education. The DeKalb County School System serves over 100,000 students in unincorporated DeKalb County in metropolitan Atlanta. In 2011, it graduated over 6,100 students. In 2005, 7.8% of graduates received dual diplomas. The STEM Girls Summer Camp Initiative is a continuation of a series of GPTC projects focusing on educational recruitment, retention and career development that have exposed hundreds of females to STEM, STEM related and nontraditional careers. Over the past three years, GPTC has offered six STEM One day program to high school girls to promote nontraditional STEM careers with grant funding support from the Employment and Training Administration of the United States Department of Labor. In 2010, GPTC partnered with the local school system to create the Touch of Tech event that showcased STEM and non-traditional careers offered by GPTC to all local high school students. In October, 2011, GPTC conducted a Nontraditional Career Exploration Workshop for Women focusing on career development for low income women in STEM and STEM related careers in the metropolitan Atlanta area through funding support from the Atlanta Women s Foundation. The STEM Girls Summer Camp Initiative also builds on Clayton State University STEM-related activities. In addition to active learning opportunities, students in Clayton State STEM programs have developed a community of scholars and colleagues through active student organizations including the Association for Computing Machinery (ACM), the Math Club and Women Interested in Science, Technology, Engineering and Mathematics (Wi2STEM). The STEM Girls Summer Camp Initiative will support the recently implemented articulation agreement between GPTC and the DeKalb County School System. The agreement enables DeKalb County high school students who have completed their Career Pathway in Engineering, Engineering Graphics and Design to receive credit for those classes (16 credit hours) if and when they enroll at Georgia Piedmont Tech. In order for the agreement to be implemented, both institutions (GPTC and DCSS) established common syllabi, tests, assessments and student Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 2

3 learning outcomes. This articulation agreement with was signed in July, 2012 and is currently in effect for all students in the pathways listed above. STEM Girls Summer Camp Initiative Intellectual Merit: The proposed project will implement a summer camp designed to develop and hone the interest of 8 th and 9 th grade girls in STEM, STEM-related, and non-traditional careers by using project-based learning (PjBL) techniques and curriculum. Collaborations with a local university, a local school system and with industry experts will result in a program that is innovative, creative and aligned with the needs of industry and academia. Partnerships with industry will ensure that participants are mentored and are actively learning based on real world applications. Over the past three years GPTC has partnered with the local school system on the STEM One Project, a twice-yearly series of one day programs aimed at female high school juniors and seniors showcasing these same careers that have resulted in increased enrollment in these fields of study. Broader Impact of STEM Girls Summer Camp Initiative: This initiative targets female high school students with the purpose of introducing them to STEM, STEM-related and non-traditional careers, areas where females are vastly underrepresented. This collaborative effort offers students innovative interdisciplinary PjBL projects and scenarios in the areas of criminal justice, computer graphics and design, computer information systems (IT), automotive technology and welding technology. This project will serve as a model for exposure and education of STEM, STEM-related and non-traditional education pathways and serve as a model for other high school and two year and/or four year institutional collaborations. The project will result in exposure to and recruiting of young girls into these targeted careers and will assist in addressing the nation s need for an educated workforce that is technically savvy and digitally literate, with strong communication skills and the ability to navigate in diverse environments. Project Need: The following tables indicate the percentage of GPTC s credit students enrolled in STEM or STEM related programs at GPTC in FY and the percentage by gender in these fields that are considered nontraditional programs for females. These programs include Applied Science degrees, diplomas and technical certificates of credit. Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 3

4 Georgia Piedmont Technical College STEM Related Program Enrollment Program of Study Enrollment Period AY 2012* FY 2011 FY2010 STEM Program Enrollment as Percentage of Total Enrollment 24% 23.5% 23% Automotive Technology Computer Information Systems Criminal Justice Drafting Welding and Joining Technology Total STEM Program Enrollment Total Duplicated Enrollment Source: TCSG Knowledge Management System, October 16, 2012 *AY 2012 does not include 5 week summer term used in transition from quarters to semesters The following table shows the enrollment percentages by gender at GPTC for nontraditional career areas for females: Georgia Piedmont Technical College STEM Related Program Enrollment by Gender Program of Study Female Male STEM Related Programs Total 34.60% 65.40% Automotive Technology 6.57% 93.43% Computer Information Systems 30.50% 69.50% Criminal Justice 63.47% 36.53% Drafting 24.19% 75.81% Welding and Joining Technology 5.83% 94.17% Source: TCSG Knowledge Management System, October 16, 2012 Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 4

5 This enrollment data indicates that female enrollment in these STEM and STEM related programs is improving. However, there is a need for more women to major in and enter into STEM, STEM- related and non-traditional careers. The number of young women pursuing STEM and non-traditional disciplines remain low and have decreased from the 1980 s (Camp, 1997). This decline is all the more disheartening considering that women now outnumber men in those students entering into postsecondary institutions (National Science Foundation, 2006). The Society of Women Engineers (SWE) did a survey in 2006 that indicated 75% of American girls had no interest in pursuing a career in STEM (Roach, 2006). Koehler (2008) contends that apathy towards STEM and non-traditional careers began early in the life of a girl. The gender gap in STEM careers has continued to grow even through the achievement gap between males and females has virtually disappeared. Educators need to focus on supplying opportunities for girls to explore interests in STEM, STEM-related, and non-traditional careers (Schaefer, 2010).The Girl Scout Research Institute (2012) contends that in order to expand and to fill STEM jobs in the US, STEM education must be a priority for elementary, secondary, postsecondary institutions, professional organizations, and state and federal governments. The education and exploration of girls to STEM and non-traditional careers is essential to erasing the gap (Turner, 2012). In Generation STEM, the Girl Scouts Research Institute (2012) found that : Seventy-four percent of high school girls across the country are interested in the fields and subjects of STEM. Girls are interested in the process of learning, asking questions, and problem solving. Girls want to help people and make a difference in the world. Girls who are interested in STEM are high achievers who have supportive adult networks and are exposed to STEM fields. Girls who are interested in STEM fields are actually interested in many subjects and career opportunities STEM is just one area of interest among many. Perceived gender barriers are still high for girls and may help explain why STEM fields aren t their top career choices. African American and Hispanic girls have high interest in STEM, high confidence, and a strong work ethic, but have fewer supports, less exposure, and lower academic achievement than Caucasian girls. This STEM Girls Summer Camp Initiative responds to recommendations from the literature, STEM industry experts, workforce development students, and GPTC s own knowledge of STEM, STEM-related, and non-traditional careers. Recommendations from The American Association of University Women include: Encourage the inclusion of STEM in co-curricular programs. Co-curricular programs include after-school program and summer camps. These types of programs enable Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 5

6 students to explore the field in a supportive atmosphere and help to enhance student interest in these careers. Strengthen academic preparation of STEM for postsecondary study and careers. The need for qualified professionals in STEM, STEM-related, and non-traditional careers continues to grow. It is a critical time to ensure that students are able to adequately prepare for careers in these areas. This project assists in providing a blueprint for other schools to follow that will, in the long-term, assist more young girls and women into successful careers in STEM and non-traditional disciplines. Recommendations from the United States Department of Education include: Expose girls and young women to female role models who have succeeded in STEMstudies show that girls lose interest in mathematics and science around junior high. The lack of mentors has a detrimental effect on girls in STEM. Positive mentors help to combat the negative stereotypes held about STEM and non-traditional careers. Teach students that academic abilities are expandable and improvable- for the girl in STEM, oftentimes, doubts her abilities. By teaching the girl that her abilities can be improved, this allows her to grow and become positive about mathematics and science classes. STEM Girls Summer Camp Initiative Goals and Objectives Goal 1. To improve girls understanding of STEM, STEM related, and nontraditional careers using innovative methods including project-based learning techniques, work-based and laboratory based experiences and projects. 2. To encourage girls to challenge the expectations that society has for girls and women in regard to career choices. 3. Implement strategies that support student recruitment, retention and completion of STEM, STEM related, non-traditional careers by providing mentoring opportunities to girls. Objectives 1.1. Design camp activities around girls Show girls the usefulness associated with STEM, STEM-related, and non-traditional careers Develop a broad array of other activities explicitly designed to encourage girls to develop their own strength, power and confidence in an atmosphere that is fun, supportive, and positive Develop a comprehensive mentorship program with business and industry partners that includes industry visits, personal correspondence, field trips, and summer internship possibilities. Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 6

7 3.2. Invite older girls and women who have succeeded in STEM, STEM-related disciplines and careers to be mentors and guest speakers during the camp Expand STEM One Project offerings during the school year to give students more opportunities in STEM Encourage parents to take an active interest in providing more opportunities for girls to be exposed to STEM, STEM-related, and non-traditional women. 4. Establish an instructional model for promotion of STEM careers to girls suitable for replication and dissemination at similar institutions 4.1. Expand STEM One Project to include other services areas including Rockdale, Newton, and Morgan counties Work with business partners to incorporate best practices into the model before dissemination at other institutions. The STEM Girls Summer Camp Initiative is a good first step towards ensuring that girls are exposed to and educated about STEM and non-traditional career opportunities. One of the major goals of the camp is to: Goal 1: To improve student understanding of STEM, STEM related, and non-traditional careers using innovative methods including project-based learning techniques, workbased and laboratory based experiences and projects, Research suggests that there are many factors that lead to young women pursuing or not pursuing a career in STEM (Catsambis, 1995). Hanson (1996) contends that some of the factors may include societal and family influences. The middle school years are a very crucial time for a girl. During these years, girls can feel the negative effects of gender stereotypes which result in girls taking fewer mathematics and science classes and fewer girls exploring non-traditional and STEM careers. Brown (2012) contends that in middle school it s not cool for girls to be interested in mathematics and science and there is significant pressure to turn their interest towards other areas. Carol Gilligan (1982) in her book, In a Different Voice, contends that girls between the ages of 11 to 16 are at a critical stage of development. It is during this time that girls receive mixed messages from school, friends and family. Purcell (2005) contends that gender stereotypes instilled in girls minds at an early age are the real dream killers (para 3). Their low self-esteem, lack of confidence in their own skills and abilities, and outside factors can play a major role in whether they decide to pursue a Non-traditional career or a STEM career. Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 7

8 The AAUW (2010) report, Why So Few? Women in Science, Technology, Engineering, and Mathematics, asserts that there are societal and environmental factors, including negative stereotypes that can influence a girls interest in mathematics and science careers (p. 1-3). By the time girls reach middle school, they often have already formed opinions about what jobs and careers are appropriate for their gender (Purcell, 2010). Turner (2012) contends that exposure to STEM conferences and workshops can be another way to provide girls with the opportunity to investigate non-traditional and STEM careers, to learn about STEM disciplines via technology and project-based learning activities, and to connect with STEM mentors or role models. It is our contention that through the summer camp girls will challenge those expectations and societal stereotypes through exploration and discovery via STEM projects, developing a relationship with the fellow campers and with the development of relationships with STEM career women. The activities will encourage girls to think critically about the roles and expectations for women and girls and to celebrate their own accomplishments and the accomplishments of other women in STEM and Non-traditional careers. The girls will also understand the challenges and difficulties of a woman in STEM and Non-traditional can face in our society. The girls will explore the societal and media expectations and limitations placed on women and the detrimental effects these expectations have had on them. They will explore potential solutions to overcoming these limitations and expanding the expectations of society. These types of activities will assist is reaching the project goal of: Goal 2: To encourage girls to challenge the expectations that society has for girls and women in regard to career choices Research suggests that one factor contributing to the gender gap in STEM and non-traditional careers is the lack of female role models and mentors readily available for girls who have interests in those careers. Goodman and Damour (2011) posit that girls are harmed in two ways by the lack of role models and mentors: 1) the girls choice is not reinforced by others (role models and mentors, and 2) negative stereotypes have the opportunity to grow because there is a lack of role models that girls can see in those careers. Mentors will help the girls to further develop nurture and maintain interests in these careers. Because women are underrepresented in these careers, girls may have fewer opportunities to interact with and meet female role models and mentor and also to obtain information about the many career options available in STEM and Non-traditional careers (VanLeuvan, 2004). Girls should be exposed to a wide mixture of mentors in STEM, STEM related, and non-traditional careers to not only combat the negative stereotypes but to re-enforce the idea and the possibility that women are capable, can have high achievements in these arenas. The mentors should be a diverse group of women who can relate to the girls and will be able to capture the girls attention. The STEM Girls Camp is a 3 week camp aimed at incoming high school freshman and high school sophomores that will introduce to some and highlight for others various STEM, STEMrelated, and Non-traditional Careers. Each week, the girls will be fully engaged in at least one STEM or Non-traditional career and at the end of the week, there will be a project or presentation showcasing what was learned. GPTC and CSU plan to do follow-up STEM One Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 8

9 events with the girls during the school year to promote, hone, and enhance the STEM experience. Partnerships with the local school system and local businesses and industry will assist in the accomplishment of the summer camp goal: Goal 3) Implement strategies that support student recruitment, retention and completion of STEM, STEM related and non-traditional careers by providing mentoring opportunities to girls. Project Planning and Execution The STEM Girls Summer Camp Initiative will involve the efforts of the PI, GPTC s Natoshia Anderson; the Co-PI, Clayton State s Jarrett Terry; the Smaller Learning Communities Coordinator of the Department of Career Technology in the DeKalb County School System, Tisa Parker; the STEM Advisory Committee (composed of STEM industry reps); the Site Coordinator (to be hired) and participating faculty from both GPTC and Clayton State. STEM Girls Summer Camp Activities STEM Program of Study Computer Information Systems Computer Graphics and Design Criminal Justice Mathematics Automotive Technology Welding Technology Camp Program Activities Students will learn the concepts and mechanics of computer science and information technology through web development and gaming. Students will learn basic computer graphic design principals by making her own restaurant menu and cereal box design using Photoshop, Adobe Illustrator, and InDesign. Students will learn the basics of crime scene investigation and will enact a real crime scene analysis with local police officers. Students will learn to use measurement and statistics to assist with understanding the concepts related to Total Quality Management (TQM). Students will learn the basics of automotive mechanic procedures, and then students will perform an automobile diagnostic and change the oil of a car. Students will design a simple figure and learn how to arc weld using standard welding procedures Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 9

10 STEM Girls Summer Camp Sample Daily Agenda 9:15 a.m. 9:30 a.m. Welcome and Greetings STEM Girls Camp Supervisors and Staff 9:30 a.m. - 9:40 a.m. Daily Activity Overview STEM Girls Camp Supervisors 9:40 a.m. - 9:45 a.m. Break 9:45 a.m. 11:45 a.m. STEM/Non-traditional Workshops Criminal Justice Workshop Computer Graphics and Design Workshop Computer Information Systems and Mathematics Workshop Welding/Automotive Workshop 11:45 a.m. - 11:50 a.m. Break 11:55a.m- 12:45 p.m. Lunch 12:45 p.m.-1:00p.m Dismissal Initial meetings and ongoing coordination will ensure comprehensive curriculum development, hiring of personnel, recruitment of students, data collection and assessment, and dissemination of deliverables. A Management Plan outlining these activities is included below: MANAGEMENT PLAN Activities Implementer(s) Time Frame Hire Project Personnel and/or contract with existing faculty; hire consultant for evaluation Curriculum Development, Review and Approval PI, Co-PI, Human Resources Dept. PI, Co-PI, DeKalb County Smaller Learning Communities (SLC) Coordinator, STEM Advisory Committee Project Deliverables May 2013 Site Coordinator Eight Camp Faculty Evaluation Consultant May 2013 Summer Camp Curriculum, Agenda and Activities Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 10

11 MANAGEMENT PLAN (continued) Activities Implementer(s) Time Frame Student Recruitment DeKalb County SLC May 2013 Coordinator and PI Order Lab Supplies, Lab PI and Site Coordinator May and Software, Materials, June Participant Support Items Conduct Focus Groups PI, Co-PI June 10 and 27 Obtain Student Survey Evaluations Conduct Workshop Activities PI, Co-PI, Site Coordinator, Camp Faculty Complete Mentoring Matches and Mentoring Communication Plan Focus Group Survey Analysis HS STEM Enrollment Tracking Project Deliverables Fifty (50) 8 th and 9 th grade girls enrolled Conference Center and Labs Prepared STEM Career and Program Student Data PI, Co-PI June 27 Student Survey Workshop Satisfaction Data PI, Co-PI, Female Industry Mentoring Volunteers PI, Co-PI, GPTC Data Researcher, Evaluation Consultant DeKalb County SLC Coordinator and PI External Evaluation Report External Evaluator in coordination with PI, Co- PI, GPTC Data Researcher Final Grant Reporting PI, Co-PI, External Evaluator, GPTC Grants Coordinator Dissemination of Project Materials Technical College System of Georgia, University System of Georgia, DeKalb County School System June Fifty (50) HS girls exposed to STEM and STEM Related careers June Mentoring Contacts Established for all 50 Camp participants July, 2013 STEM Career and Program Data for High School Career Tracks August- September 2013 July- September 2013 October 2013 Starting September 2013; Continuous Data on Dual Enrollment in HS STEM Career Tracks Analysis and Report on Effectiveness of STEM Girls Summer Camp Initiative Grant Reporting Requirements Completed Camp curriculum, agendas, survey and evaluation forms are compiled as a standard template Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 11

12 A timeline with project activities is included below: TIMELINE Planning Phase: May-June 2013 Project Activities Execution Phase: June 10-27, 2013 Evaluation Phase: July-October 2013 Planning Activities Weekly-May Weekly-June July Aug Sept Oct Kickoff meeting with X Clayton State University and DeKalb County School District Personnel GPTC STEM Girls X X Advisory Committee Meeting GPTC/Clayton State PIs X X X X X Workshop Development and Coordination Meetings Outreach and enrollment of X X X X HS girls in DeKalb County School District Hire Site Coordinator, X X GPTC Camp Counselor and External Evaluator Order Supplies, coordinate X X X X X event activities and logistics Conduct On Site Program X Rehearsal Execution Activities Weekly Weekly July Aug Sept Oct Conduct Workshop at X X X GPTC Facilities including Conference Center and Welding, Auto and Computer Labs Evaluation Activities Weekly-May Weekly-June July Aug Sept Oct Focus Group Survey X X X Analysis HS STEM Enrollment X X Tracking External Evaluation X X X Reporting Final Grant Reporting X Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 12

13 Mentoring Program The STEM Girls Summer Camp Initiative will include implementing a strategy to support female student recruitment, retention and completion in STEM, STEM-related and nontraditional disciplines. Female industry experts will attend the Summer Camp, adding their expertise to the activities completed by the high school girls. The industry experts will be women in these careers, adding credence to the examples shown during the camp as real life examples standing before the girls each day of the camp. These women employed in STEM careers in the Atlanta area will serve as mentors for the camp participants in the months and hopefully years after the initiative is completed. GPTC has worked in the past with industry contacts from companies such as Georgia Power (utility company), Ameriesco, Inc. (energy equipment), and Georgia Bureau of Investigation (crime prevention). Roles and Responsibilities of the Principal Investigator and CO-Principal Investigator Dr. Natoshia Anderson will serve as lead P.I. She will manage all aspect of the project including coordination, scheduling, and organizing efforts and needs among GPTC, Clayton State University, the STEM Girls Summer Camp Mentors, and other staff members. She has lead college-wide efforts at GPTC in the promotion of STEM programs for women. Two-years ago, Dr. Anderson partnered with the local school system to create the Touch of Tech event. This event showcased STEM and non-traditional careers offered by the college and was open to all local high school students. She was also responsible for winning a grant from the Atlanta Women s Foundation to support a Non-traditional Career Workshop for Women. This three day workshop offered underemployed or unemployed women the opportunity to explore STEM and non-traditional career options offered by the College. She has continuously worked with the local school system s Smaller Learning Community Coordinators to create the STEM One Project. The STEM One Project promotes STEM and non-traditional careers to female high school students. Prior to arriving at GPTC, Dr. Anderson had an 8 year career as a Mechanical Engineer. She also has experience as a high school mathematics teacher. Mr. Jarrett Terry will serve as Co P.I. Mr. Terry will coordinate activities and oversee Clayton State s involvement in the implementation of the project. He will be responsible for data collection and sharing results as well as management of Clayton State s faculty. Mr. Terry is Assistant Dean of Academic Advising and Student Success of the College of Information and Mathematical Sciences at Clayton State University. He received a B.S. and M.S. in Mechanical Engineering from Southern Illinois University. Mr. Terry was an Engineering Instructor at Georgia Perimeter College, where he taught pre-engineering and learning support math courses. He was also the Team Leader for the AAC&U Roadmap to Student Success Project, where he guided the College s efforts to improve student learning. Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 13

14 Program Deliverables and Dissemination The STEM Girls Summer Camp Initiative s final goal is to: 4) Establish an instructional model for promotion of STEM careers to girls suitable for replication and dissemination at similar institutions. All project deliverables including curriculum, agendas, survey forms and evaluation forms will be compiled as a standard template for dissemination. As a part of TCSG, GPTC can easily disseminate program information to the other 24 technical colleges in Georgia for project replication in their individual service areas. Project partner Clayton State is part of the University System of Georgia and can disseminate information to its 35 member institutions. Program information will also be available to local high school systems as requested. Georgia Piedmont Technical College employs a comprehensive variety of avenues of distribution to publicize its programs and opportunities. GPTC can distribute program information through its print publications including the GPTC Catalogue, the GPTC Student Handbook, the GPTC Foundation Newsletter, rack cards on campus and in the community, and the GPTC Annual Report. Information can also be shared through the Business & Industry Guide, The Right Start Catalogue, and press releases to local and national media. GPTC also has a wide range of electronic communication methods. Electronic billboards are situated in front of GPTC s two largest campuses in Clarkston and Covington. Video monitors are placed throughout the campuses to display information. Program information can be made available through the college s intranet system where all GPTC news is dispersed. Program information can also be reached through GPTC s presence on Facebook, Twitter, YouTube, the GPTC Blog, and The Chat Room, a community affairs cable TV show as appropriate. Sustainability Plan Ongoing past and continued commitment to STEM programs and careers, with additional promotion to girls and women, will ensure the continuation of programs such as the STEM Girls Summer Camp Initiative. Past STEM One programs have been repeated multiple times; essential relationships between GPTC and project partners are established and stable. Past funding for initiatives have come from both federal sources and from nonprofit foundation support. Career opportunities in the STEM, STEM related and nontraditional careers are flourishing and align with the mission of GPTC, Clayton State and Dual Enrollment initiatives in the Public School System in Georgia. Evaluation Plan The STEM Girls Summer Camp Initiative will be evaluated from data collected during and after the project s implementation. The PI and Co-PI will collect information from the students during the three week initiative. Focus groups discussions will be held at the start and end of the event, where students will be solicited for feedback on their background with STEM related coursework and their interest in STEM careers. Additionally, project participants will complete a student evaluation form to provide satisfaction feedback on the coursework and gage future Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 14

15 interest in the project areas. Evaluation forms and focus group scripts are included as supplementary documents in this grant application. GPTC will collect additional data after the initiative is completed for further evaluation. Enrollment data in STEM related career pathways will be obtained from the DeKalb County School System (DCSS) for project participants in grades GPTC currently has an articulation agreement with DCSS for career pathways in Engineering and Engineering Graphics and Design and will tap the enrollment information in these tracks to monitor any increased participation. Additionally, GPTC and Clayton State University will monitor its enrollment each semester in STEM related programs and majors at its own institutions to measure for increased female enrollment. GPTC will employ an external evaluator to review all project data in conjunction with the PI and GPTC Institutional Effectiveness Staff to assess program effectiveness. GPTC employs evaluator services from institutions such as the Educational Research Bureau in the College of Education at Georgia State University. The evaluator will provide a written report for GPTC and Clayton State staff and for GPTC s STEM Advisory Committee. GPTC s Principal Investigator will consult with GPTC s Data Researcher in the Office of Institutional Assessment, Planning and Effectiveness to obtain enrollment data and retention data for females in the relevant program areas. This data will be compared to data from the same programs in the entire Technical College System of Georgia (TCSG) s 25 colleges for comparison. GPTC s Principal Investigator will share both workshop survey and feedback data and enrollment and retention data with GPTC s STEM Advisory Committee. Committee meetings will be held semiannually and feedback from members will be sought for analysis and continuous improvement of STEM programs and special initiatives such as the STEM Girls Summer Camp Initiative. Georgia Piedmont Technical College NSF-ATE Proposal-October 18, 2012 Page 15