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

社区学院是一个未开发的资源，可以扩大对计算教育和技术劳动力的参与。他们是大多数拉丁美洲/美国大学生的切入点，但增加计算多样性的努力集中在4年制机构，并假设学生保持线性和向前发展的途径，即使这不是社区大学生的典型。该项目是教育，培训，研究，Pjaro Valley Unified School District，Digital NEST和Cabrillo College之间的合作;他们将共同建立一个以网络安全为重点的计算机信息系统途径，从高中到大学，在拉丁美洲人占多数的地区。项目活动集中在：a）一个研究实践伙伴关系，将设计途径，建立教育工作者的能力，以实施和支持它，并制定政策，使途径制度化，B）高中活动，旨在吸引学生学习，并作为途径的坡道，c）高中/大学双招生班，d）支持学生途径的成功和提高大学准备的服务，以及e）数据收集和分析：i）监控学生沿着路径的运动，ii）指导持续改进。数据将从140名学生中收集，这些学生将随着时间的推移而被跟踪，并从教师，教师，辅导员和家长那里收集。结果将有助于了解如何从代表性不足的群体中招募HS学生进入计算机信息系统途径，以及他们需要注册，坚持和完成计算密集型双招生课程的准备和支持。它还将有助于了解如何拥有文化上敏感和计算上准备好的教师。该项目将制定经过测试的策略，以利用女孩、拉丁裔/澳大利亚人和英语学习者的兴趣和优势。它将确定如何让低收入家庭的学生进入双招生班，以及如何帮助他们进入大学并及时获得大学学分。它还将确定路径中的多个入口和出口点，以产生一个比线性和总是向前移动的路径的现有描述更准确的模型。一名外部评价员将监测项目是否达到测试其变革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人员和管理人员，无论是地区还是国家。该奖项反映了NSF的法定使命，并被认为值得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。

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.