CSTEP:
Computer Science TransfEr Programs
Transferring Computer Science
Community College Students to Four-year
Universities
Black, Brown & College Bound Summit 2008
Cesar Guerrero, USF
Michelle 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.
Students Indicating Computing and Information Sciences
as Intended Major on SAT
80000
60000
40000
20000
0
2001
2002
2003
Male
2004
2005
Female
Source: College Board, “2006 college bound seniors: Total group profile report,” 2006.
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)
Hispanic
Black
102.6
87.6
73
59.7
47.8
35.3
22.6
22.4
9.6
26.5
30
36.6
42.2
47.7
53.5
59.5
65.7
14.6
1970 1980 1990 2000 2010* 2020* 2030* 2040* 2050*
Census
Projections
1970 1980 1990 2000 2010* 2020* 2030* 2040* 2050*
Census
Projections
Source: U.S. Census Bureau, 1970, 1980, 1990, and 2000. Population Projections, July 1, 2010 to July 1, 2050
The Problem
Earned Bachelor's Degrees for Minorities
Engineering
Computer Science
20,000
18,000
18,000
16,000
16,000
14,000
14,000
12,000
12,000
10,000
10,000
8,000
8,000
6,000
6,000
4,000
4,000
2,000
2,000
0
0
Hispanic
Black
Source: NCES S&E Indicators 2008
Other
Hispanic
Black
Other
Program Overview
Flowchart
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 Results
Programming Concepts Class
Grade
A
B
C
All
18 58%
8 26%
5 16%
USF
13 62%
6 29%
2
9%
Students who didn't have
programming experience
Had taken previous
programming course
Had programming
experience (work)
CSTEP
5 50%
2 20%
3 30%
USF
CSTEP
USF
CSTEP
USF
CSTEP
A
B
C
4
57%
2
33%
5
50%
3
75%
4
100%
0
2
29%
2
33%
4
40%
0
0%
0
0%
0
1
14%
2
33%
1
10%
1
25%
0
0%
0
Total
7
6
10
4
4
0
Initial Results
Summer Program I Evaluation
Not
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
Lectures
Program
Information
USF
registration
0.0%
0.0%
37.5%
12.5%
62.5%
87.5%
0.0%
0.0%
12.5%
0.0%
87.5%
0.0%
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%
Item
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. “