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Planting Seeds for Implementation: Expanding Access Through Community College STEM Bridge Programs

Planting Seeds for Implementation: Expanding Access Through Community College STEM Bridge Programs. Andrea Goldfien, Ed.D. San Francisco State University Northern California Educational Leadership Research Symposium February 15, 2014.

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Planting Seeds for Implementation: Expanding Access Through Community College STEM Bridge Programs

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  1. Planting Seeds for Implementation: Expanding Access Through Community College STEM Bridge Programs Andrea Goldfien, Ed.D. San Francisco State University Northern California Educational Leadership Research Symposium February 15, 2014 This material is based upon work supported by the National Science Foundation under Grant No. DUE 1003589.  Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

  2. Why Study a STEM Bridge? Community college STEM bridge programs attempt to mitigate impact of persistent P-12 inequities. Underprepared CC Students ATE Bridge ATE Cert./Degree Careers in STEM Pre-K – 12 Opportunity and Achievement Gap for Low Income and Minority Students

  3. The Original BioBridge Model A bridge program that links basic skills with introductory technical training to prepare students for gateway STEM courses. BioBridge STEM JobsCollege Certificates & Degrees Intro Biology/Biotech Dev. Ed & Limited Science STEM Gateway Courses Contextualized Math Contextualized Language & Study Skills

  4. The BioBridge Model Today A career bridge program that links basic skills with introductory technical training to jobs and advanced education. Lab Assistant Certificate BioBridge STEM JobsCollege Certificates & Degrees Intro Biology/Biotech Career Preparation Dev. Ed & Limited Science Contextualized Math Laboratory Skills Internship Contextualized Language & Study Skills

  5. To better understand implemention of an interdisciplinary program in the 2-year college context. Purpose of the Study

  6. Guiding Questions for Research In what ways do local factors facilitate or impede the implementation of BioBridge? Organization Leadership Innovation

  7. Bayview Community College • Facilitators: Leadership Faculty support for collaboration • Challenges: Contextualized curriculum Recruitment Findings “The expertise that was across the table was amazing. And it wasn’t done with just one person doing this; it was a huge conglomeration of ten to twelve people that made it originally happen.”

  8. Midwest Community College • Facilitators: • Workforce Funding • Challenges: • Competing program goals • Inadequate faculty support • Contextualized curriculum • Rigid structures • Recruitment Findings “ The Math Department has made it very clear to us that they’re not going to allow students into the [college level} math courses when they test at an elementary algebra level.”

  9. Rolling Hills Community and Technical College • Facilitators: • Alignment with college initiatives • Bayview’s curriculum • Challenges: • College program for basic skills students • Recruitment Findings “How can I get this done? . . . Who do I talk to about getting this done?”

  10. Southern Technical College • Facilitators: • Not a bridge for developmental students • Supportive faculty, administration • Localized to biotechnology program • Challenges: • Interdisciplinary participation Findings “Ideally the students are taking the three courses at the same time, but it isn’t always the case in reality.”

  11. Findings • Alignment with college culture and priorities. • Alignment with college culture and priorities • Not all funding is equal Facilitators • Model flexibility • Curriculum Challenges • Contextualized Instruction • Student Recruitment

  12. Implications for Practice • What is BioBridge? – Determining when programs are ready to scale; • Professional development – Should be embedded in implementation; • Pre-existing curriculum– Expedites change; • Leadership– Supporting faculty innovation; • Recruitment – Adopters must understand their target audience; • Equity– Race, class, and equity issues must be explicit.

  13. Committee Members • Dr. Robert Gabriner – San Francisco State University • Dr. Norena Norton Badway – San Francisco State University • Dr. Stephanie Sisk-Hilton – San Francisco State University • Dr. Elaine Johnson – BioLink ATE National Center of Excellence Thank You!

  14. Contact Information Andrea Goldfien, Ed.D.email: a_goldfien@yahoo.comcell: 415-450-0884 Full Dissertationhttps://diva.sfsu.edu/bundles/217004

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