CSTEP: Computer Science TransfEr Programs

Transferring Computer Science Community College Students to Four-year Universities

Black, Brown & College Bound Summit 2008

Cesar Guerrero, USFMichelle Kobus, HCC

Dr. Miguel Labrador, USF

The Problem

•Americans’ interest in Computer Science is plummeting

•Undergraduate enrollment is down 59 percent over the last 4 years

• Incoming undergraduate women choosing to major in Computer Science between 2000

and 2005 declined 70 percent.

2001 2002 2003 2004 2005 20060

1000020000300004000050000600007000080000

Students Indicating Computing and Information Sciences as Intended Major on SAT

Male Female

Source: College Board, “2006 college bound seniors: Total group profile report,” 2006.

The Problem

• U.S. economy is expected to add 1.5 million computer science and information related jobs by

2012.

• Our education system is not producing enough highly skilled people to fill these critical positions

• Shortage of skilled technologists portends a crisis in our nation’s ability to remain globally

competitive

• Diversity increases innovation and leads to the design of products and services that benefit a

broader range of people. Computer Science is not a diverse field!

• Hispanics will account for one-fourth of the U.S. population by 2050

• Women will account for more than half the increase in total labor force growth between 2004 and

2014

• These minority populations, including African-Americans, are not majoring in computer science

The Problem

US Hispanic and Black Population (Millions)

1970 1980 1990 2000 2010* 2020* 2030* 2040* 2050*

9.614.6

22.4

35.3

47.8

59.7

73

87.6

102.6Hispanic

ProjectionsCensus

Source: U.S. Census Bureau, 1970, 1980, 1990, and 2000. Population Projections, July 1, 2010 to July 1, 2050

1970 1980 1990 2000 2010* 2020* 2030* 2040* 2050*

22.626.5 30

36.642.2

47.753.5

59.565.7

Black

ProjectionsCensus

The Problem

Source: NCES S&E Indicators 2008

1985

1987

1989

1991

1993

1995

1997

2000

2001

2002

2003

2004

2005

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

Engineering

Hispanic Black Other

1985

1987

1989

1991

1993

1995

1997

2000

2001

2002

2003

2004

2005

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

Computer Science

Hispanic Black Other

Earned Bachelor's Degrees for Minorities

Program OverviewFlowchart

Program Overview

•Personal Transition Services Specialist (PTSS)

•Academic, personal, career, and college counselor

•Program Coordinator – recruitment, liaison, program logistics and planning

•Personal Transition Plans

•Supplemental Learning Leaders

•Peer-tutoring program in partnership with Academic Success Center

•Key courses

•Summer Programs I and II at USF

•Enrolled in “Gate Courses”

•Lunch-n-Learn Career Exploration Presentations given by Faculty

Program Overview

•Social and Educational Components

•Leadership Development Retreat

•Attend REU research presentations and poster competitions

•“How-To” Presentations

• Write a research paper, design and present a poster, write a statement of

purpose

•School year at HCC

•Professional development workshops, industry visits

•Research Experience for Undergraduates (REU) Program at USF

•Junior year at USF

•Paid opportunity to work with faculty on research

Implementation

•Marketing

•Web site

•Postcards, brochures, flyers, posters

•In-class power point presentations

•Recruitment

•Target population

•Selection process

•Administrative Tasks

•Student registration process, USF ID’s, Orientation and HR meetings

•Parking permits, stipends, memberships, books

•Personal Transition Services Specialist (PTSS), Professor, TA, RA

•Online surveys

Program Costs and Funding

•Program Costs

•Infrastructure

•Student cost: year 1 ($1500), year 2 ($1900), year 3 ($3000)

•Tuition, parking permit, books, IEEE subscription, stipend.

•Obtaining Funding

•NSF - BPC

•USF & HCC funds

•Donations

•Scholarships

Participant Demographics

•First-Year Cohort (Starting Summer 2009)

•To be determined

•Second-Year Cohort (Started Summer 2008)

•All Male

•1 African-American

•9 Hispanic

Initial ResultsProgramming Concepts Class

Grade All USF CSTEPA 18 58% 13 62% 5 50% B 8 26% 6 29% 2 20% C 5 16% 2 9% 3 30%

          A B C Total

Students who didn't have programming experience

USF4 2 1

757% 29% 14%

CSTEP2 2 2

633% 33% 33%

Had taken previous programming course

USF5 4 1

1050% 40% 10%

CSTEP3 0 1

475% 0% 25%

Had programming experience (work)

USF4 0 0

4100% 0% 0%

CSTEP 0 0 0 0

ItemNot

Satisfied Somewhat Satisfied

Very Satisfied

Not applicable

Parking at USF

25.0% 50.0% 12.5% 12.5%

USF Library 0.0% 25.0% 50.0% 35.0%

Labs 0.0% 37.5% 62.5% 0.0%Lectures 0.0% 12.5% 87.5% 0.0%

Program Information

12.5% 0.0% 87.5% 0.0%

USF registration

12.5% 37.5% 50.0% 0.0%

CSTEP staff 0.0% 0.0% 100.0% 0.0%

Stipend 0.0% 0.0% 87.5% 12.5%

Initial ResultsSummer Program I Evaluation

Problems Encountered

•Students with no previous programming experience

•Struggled to succeed academically; resulted in low final grades

•Adjusting to USF

•Quality of attention and support, larger classes, more work, faster pace

•HCC Professor at USF

•Adjusting time, teaching style, and grading methodology

•Recruitment Timeline

•Started in the Spring – too late to make a difference in course selection

•Lack of attendance for CSTEP Orientation

•Missed out on pertinent information

•Indicator of the level of commitment

Lessons Learned & New Initiatives

•Faculty Tutoring Sessions

•Held during Summer Program I

•Students initiative

•Peer-Tutoring Network (Math, Physics, and Computer Science)

•Will support students all the way through the educational pipeline

•Certified through the National Tutoring Association

•Recruitment Timeline

• Starting in the Fall Semester to ensure correct classes are taken prior to Summer Program I

•New Partnerships

•HCC Engineering Club

•USF Polytechnic (AS to BS in IT degree)

Lessons Learned & New Initiatives

• Pair Programming

• An active and collaborative learning technique to be used in Programming Concepts

• Require students to take Programming Logic at HCC prior to Summer Program I

• Mandatory attendance at CSTEP Orientation

• Find additional funding to support more students

• Professional Development Workshops at HCC

Small Group Activity

Small Group Activity

1.What are other major-specific transfer programs you would like to see implemented?

Why? Is there a high need for these occupations or a lack of interest?

2.What are the advantages and disadvantages of major-specific transfer programs for

students?

3.What are the advantages and disadvantages of major-specific transfer programs for

faculty and staff?

4.What additional initiatives would you implement if you could create a major-specific

transfer program of your choice? Why? What are the benefits to students,

faculty, and staff?

Q & A with Presenters

All presentation materials as well as additional information regarding CSTEP can be found at: www.csee.usf.edu/BPC/

Student Feedback

“I’m excited about this program! Having supervision and guidance on what our next steps should be in college is great. College is a much bigger world than most students are accustomed to. It’s a plus to have the support of the other students in the program

and an advisor helping us along the way.”

“The most beneficial about the CSTEP program is the tutoring and guidance.” … “The constant support and "checking in" from the CSTEP staff, especially our advisor.”

“Even if CSTEP would not pay for my classes and book at USF nor include stipend, I would participate in CSTEP. “

“I believe that programs like CSTEP should be extended to any students that would like to transfer to USF.”

“I am grateful for the opportunity that has been given to me to be part of the Engineering department at USF and under such great leaders. “