A Coordinated, Cross-Institutional Career and Technical Education Cybersecurity Pathway

社区大学是一种尚未开发的资源，可以扩大计算机教育和技术劳动力的参与。他们是美国大多数拉丁裔/非裔大学生的入门点，然而，增加计算机多样性的努力主要集中在四年制院校，并假设学生保持线性和前进的道路，尽管这对社区大学学生来说并不典型。该项目是教育、培训、研究、Pjaro Valley联合学区、Digital NEST和Cabrillo学院之间的合作；他们将一起在一个拉美裔人口占多数的地区建立一条从高中到大学的以网络安全为重点的计算机信息系统途径。项目活动的中心是：a)一个研究-实践合作伙伴关系，将设计路径，建立教育工作者实施和支持它的能力，并制定政策，使路径制度化；b)旨在吸引学生学习并作为路径入口的高中活动；c)高中/大学双招生课程；d)支持学生路径成功和提高大学准备的服务；e)数据收集和分析，以便：I)监控学生的活动，ii)指导持续改进。数据将从140名学生中收集，这些学生将被跟踪一段时间，并从教职员工、教师、辅导员和家长中收集。研究结果将有助于了解如何从代表性不足的群体中招募高中学生进入计算机信息系统途径，以及他们注册、坚持和完成计算密集型双注册课程所需的准备和支持。它还将有助于了解如何拥有具有文化反应能力和计算能力的教师。该项目将根据女孩、拉丁裔/美洲裔和英语学习者的兴趣和优势制定经过检验的策略。它将确定如何让低收入学生进入双招生班级，以及如何帮助他们及时进入大学并获得大学学分。它还将识别路径中的多个入口和出口点，以产生比现有的线性和始终向前移动的路径描述更准确的模型。外部评估人员将监视项目是否满足测试其变更理论所需的关键里程碑。调查结果将与一系列利益相关者分享，包括研究人员、计算机科学教育从业者和管理人员，包括地区和国家。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Community colleges are an untapped resource for broadening participation in computing education and the tech workforce. They are the entry point for the majority of Latino/a college students in the United States, yet efforts to increase diversity in computing are focused on 4-year institutions, and assume students maintain a linear and forward-moving pathway, even though this is not typical for community college students. This project is a collaboration between Education, Training, Research, Pjaro Valley Unified School District, Digital NEST, and Cabrillo College; together they will build a cybersecurity-focused computer information systems pathway from high school to college in a majority-Latino district. Project activities center on: a) A Research-Practice Partnership that will design the pathway, build the capacity of educators to implement and support it, and create policies to institutionalize the pathway, b) high school activities designed to both engage student learning and serve as pathway on-ramps, c) high school/college dual enrollment classes, d) Services that support student pathway success and increase college readiness, and e) Data collection and analysis to: i) monitor student movement along the pathway and ii) guide continuous improvement.Data will be collected from 140 students who will be tracked over time, and from faculty, teachers, counselors, and parents. The results will contribute to knowledge of how to recruit HS students from underrepresented groups into a computer information systems pathway, and the preparation and supports they need to enroll, persist, and complete a computationally intense dual enrollment class. It will also contribute to knowledge about what it takes to have culturally responsive and computationally prepared teachers. The project will produce tested strategies for building on the interests and strengths of girls, Latino/as, and English language learners. It will identify how to get low income students into dual enrollment classes, and what it takes to help them enroll in college and earn college credits in a timely manner. It will also identify multiple entry and exit points in the pathway, in order to produce a model that is more accurate than existing descriptions of linear and always forward-moving pathways. An external evaluator will monitor whether the project is meeting key milestones necessary to test its theory of change. Findings will be shared with a range of stakeholders, including researchers, computer science education practitioners, and administrators, both regionally and nationally.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.