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

社区大学是一种尚未开发的资源，可以扩大对计算机教育和技术劳动力的参与。它们是美国大多数拉丁裔/a大学生的切入点，但增加计算多样性的努力集中在四年制机构上，并假设学生保持一条线性和向前发展的道路，尽管这在社区大学学生中并不常见。该项目是教育、培训、研究、Pjaro山谷联合学区、Digital Nest和Cabrillo College的合作项目；他们将共同在一个以拉丁裔为主的地区建立一条以网络安全为重点的计算机信息系统路径。项目活动的中心是：a)研究-实践伙伴关系，它将设计途径，建设教育工作者实施和支持途径的能力，并制定政策使途径制度化，b)高中活动旨在吸引学生学习，并作为途径的入口，c)高中/大学双重招生班级，d)支持学生途径成功和增加大学准备的服务，e)数据收集和分析：i)监测学生在途径上的行动，ii)指导持续改进。数据将从140名将被跟踪的学生中收集，并从教职员工、教师、辅导员和家长那里收集数据。这些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，以及他们注册、坚持和完成计算密集型双重注册课程所需的准备和支持。它还将有助于了解培养具有文化敏感度和计算能力的教师所需要的知识。该项目将制定经过测试的战略，以加强女孩、拉丁裔/拉丁裔和英语语言学习者的兴趣和优势。它将确定如何让低收入学生进入双重招生班级，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点和出口点，以便产生一个比现有的对线性和始终向前移动的路径的描述更准确的模型。外部评估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。调查结果将在地区和国家范围内与包括研究人员、计算机科学教育从业者和管理人员在内的一系列利益相关者共享。这一奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.