1. Marjorie Zatz
  2. http://www.ucmerced.edu/content/marjorie-s-zatz
  3. Graduate Dean & Professor
  4. CAHSI INCLUDES
  5. http://cahsi-includes.cs.utep.edu
  6. University of California Merced
  1. Ann Gates
  2. http://expertise.utep.edu/profiles/agates
  3. Professor and Chair
  4. CAHSI INCLUDES
  5. http://cahsi-includes.cs.utep.edu
  6. University of Texas at El Paso
  1. SAUNDRA JOHNSON AUSTIN
  2. http://www.charisgroup.org
  3. President and CEO
  4. CAHSI INCLUDES
  5. http://cahsi-includes.cs.utep.edu
  6. Charis Consulting Group LLC
  1. Andrea Tirres
  2. http://expertise.utep.edu/profiles/altirres2
  3. Interdisciplinary Network Manager
  4. CAHSI INCLUDES
  5. http://cahsi-includes.cs.utep.edu
  6. University of Texas at El Paso
Public Discussion
  • Icon for: Joni Falk

    Joni Falk

    Center Co-Director
    March 20, 2017 | 05:51 p.m.

    Thank you for this presentation addressing the need to improve representation of Hispanics in computation-based graduate studies. I understand the the purpose of CAHSHI is to build a broad network of two year and four year institutions committed to this goal. What I don't yet understand is how the network changes the experience of students, mentors and faculty in the participating schools. How would a university in the CAHSI network act differently than one that is not involved? Would love to hear more details. How have you (or will you) measure success in each of the participating schools and of the network as a whole? Would love to hear more. 

  • Icon for: Ann Gates

    Ann Gates

    Co-Presenter
    March 21, 2017 | 04:06 p.m.

    Thank you for your interest and questions regarding our INCLUDES effort.  The network is creating regional partnerships that include 2-year colleges, 4-year colleges, non-profits, industry, and government entities.  Our recent focus has been in understanding the assets that each of these groups bring to the area of broadening participation and student success.  These discussions have allowed us to begin the alignment of our efforts. Our focus is to build on what each of the different groups are doing, while sharing lessons learned and effective practices to further impact.  One early success is that one of our new partners from a top high-tech organization approached CAHSI to disseminate opportunities to members of our network and provide a Q&A session to answer questions about the programs.  The organization felt that it would be more effective to come to our network than to approach minority-serving institutions individually.  The result has been an increase in the number of funded projects in CAHSI, and these projects will impact K-12 students, undergraduate students, teachers, and faculty.  There are other new initiatives that are beginning across the different sections.  We are measuring success at multiple levels:  impact of partnerships (number of authentic partnerships measured through documented MOUs, engagement and investment in activities, alignment of goals, results attributed to the partnerships; number of sites adopting effective practices; number of sites in which practices have changed or improved because of the partnerships), organizational capacity (shared resources, training, infrastructure to sustain initiatives; rubric to measure % of sites meeting benchmarks in each area of organizational capacity; documentation of planning and decision-making process), and student impact (surveys measuring changes in students' networks, skills, aspirations, and identity; track transfer rates from 2-year to 4-year institutions; track number of students who enter graduate studies).

  • Icon for: Joni Falk

    Joni Falk

    Center Co-Director
    March 21, 2017 | 04:10 p.m.

    Hello Ann! Thanks so much for this very informative reply. There are certainly a lot of moving (and expanding) pieces to track and assess. Sounds like you are off to a great start and already seeing increased resources coming in as a result of the network.

  • Icon for: Rosann Tung

    Rosann Tung

    Facilitator
    March 21, 2017 | 01:46 p.m.

    The HSIs in this region clearly have a robust network in place already, which is a strength. How this model can/will expand to other regions of the country? How could this initiative could serve as a model for other historically underserved groups in STEM? I also wonder about how the CAHSI network will identify and prioritize best practices to be scaled across the network at each level: college or university, department, faculty, mentors, students.

  • Icon for: Ann Gates

    Ann Gates

    Co-Presenter
    March 21, 2017 | 05:20 p.m.

    Our plan is to identify strategic partners in other regions based on interest and alignment with CAHSI's core values.  There are several approaches to expand the network:  1) convene face-to-face and virtual meetings with a host institution, regional institutions, and partners; 2) hold sessions at the Great Minds in STEM and SACNAS annual conferences; 3) establish national communities of practices that have a virtual and face-to-face presence.  Our external evaluators have been studying CAHSI's organizational capacity, which is the basis for the model.  During our pilot, we will be working with other national organizations that collectively will enhance and improve the model.  CAHSI presents workshops and provides resources to assist in adoption.  As we receive inquiries about particular practices, we identify appropriate venues to present workshops that can target the largest audience. Our focus is on administrators and faculty who impact students.  We are using the MentorNet framework to reach a broad group of students.

  • Icon for: Marjorie Zatz

    Marjorie Zatz

    Presenter
    March 22, 2017 | 10:23 a.m.

    Let me add also that the CAHSI INCLUDES project also allows us to expand more deeply into the graduate education community as well. Nationally we have a poor record when it comes to increasing recruitment, enrollment, and graduation rates for Latinx and other URM masters and, especially, doctoral students. This project gives us an opportunity to more strategically address pathways to graduate school, and interventions that can help ensure success in graduate school. Multiple mentors--from inside and outside the academy--are a critical element in that effort, among others.

  • Icon for: Rosann Tung

    Rosann Tung

    Facilitator
    March 26, 2017 | 11:37 a.m.

    Ann and Marjory,

    Thanks for the detailed explanation of how CAHSI plans to expand its network both geographically as well as vertically in higher education pathways.

    I will follow your progress with interest!

    Rosann

  • Icon for: Kimberly Douglas-Mankin

    Kimberly Douglas-Mankin

    Project Director
    March 21, 2017 | 06:07 p.m.

    Ann, thank you for your work and I enjoyed watching your video!  I'd love to learn more about resources and content that you've developed to support the success of Hispanic faculty in computing that could be adapted to serve the engineering faculty served by LEVERAGE.  I agree with your comment to Anna on the LEVERAGE video that there are likely synergies that would benefit both projects.  We look forward to discussing this with you further in the near future.  

  • Small default profile

    Jill Denner

    Guest
    March 22, 2017 | 09:03 a.m.

    It is exciting to see CAHSI expanding! Can you share the strategies that you have found to be helpful in bringing 2-year colleges into the network? How does their involvement in CAHSI help them address their priorities?

  • Icon for: Jeff Forbes

    Jeff Forbes

    Facilitator
    March 23, 2017 | 10:43 a.m.

    This work looks fascinating. Piggybacking on Jill's question, how do you plan to have a unified approach to that works across the different 2-year & 4-year institutions in your region? Are there some common elements that you've found so far that enable diverse and inclusive pathways to computing degree completions?

  • Icon for: Ann Gates

    Ann Gates

    Co-Presenter
    March 23, 2017 | 02:47 p.m.

    In the recent regional meetings that we have had with our 2-year and 4-year institutions, the notion of different measures of student success related to the diverse pathways came up.  Because of that, we are working on defining a set of measures from the 2-year college's perspective, i.e., completing a certificate and entering the workforce, completing an associate's degree and entering the workforce, or transferring to a 4-year college, as well as re-entering higher education from the workforce. We are currently taking an asset-based approach in which we are identifying the assets that each individual, academic institution, non-profit, or other organization can contribute.  The individuals/organizations that are involved are identifying the appropriate partnerships to improve what each is doing now.  We have CAHSI's effective practices, and these are assets that members of the alliance may choose to adopt/adapt.  From our INCLUDES proceedings, we are disseminating the research around under-representation that can also inform decisions that are made among the alliance.

  • Small default profile

    Jeremy Roschelle

    Guest
    March 22, 2017 | 09:35 a.m.

    Ann, really nice video. Could you say a bit more about the logic model? I saw it in the video but alas it it was a bit small -- and I'd really like to understand how you are thinking about the key pathways to improvement. I am wondering if some of the INCLUDES work is to define a common logic model that all the different partners/stakeholders can align to -- or maybe there is already broad agreement on that? Looking forward to your thoughts.... 

  • Icon for: Ann Gates

    Ann Gates

    Co-Presenter
    March 23, 2017 | 02:49 p.m.

    Hi Jeremy--here's a link to our logic model:  http://cahsi.cs.utep.edu/cahsiincludes/LogicMod... The idea of having a common logic model is a good idea.  The NSF Broadening Participation in Computing program did develop a common core for evaluation of the alliances founded through that program, which you may find interesting. Our evaluators are Heather Thiry and Sarah Hug, and it would be great to include them in your efforts.

  • Small default profile

    Sandra Laursen

    Guest
    March 26, 2017 | 02:42 p.m.

    Ann, thanks for sharing the logic model. I think it's a good example of how the outcomes for a network need to look at organization-level capacities and contributions, as opposed to the student-level outcomes.  Folks in this thread may not be aware that CAHSI's earlier work has developed and evaluated the student- and faculty-directed strategies and their outcomes.  Clearly the discussion reflects keen interest in this multi-layered approach!

  • Icon for: Marjorie Zatz

    Marjorie Zatz

    Presenter
    March 26, 2017 | 02:45 p.m.

    Thanks for everyone's interest in our work. We look forward to staying connected with all of you!

  • Further posting is closed as the event has ended.