evaluation

The project evaluation design based on objectives are:

To create a multidimensional model of STEM lab integration and development.
The quantitative dynamic model of lab experiences across STEM disciplines will provide a set of metrics (coordinates) for continuous evaluation of institutional progress and NSF project integration. The model and data collection techniques will evolve over the course of the project.

To develop a STEM Cross-Project Matrix. To enable data sharing across STEM initiatives, the evaluation team will create a matrix that charts outcomes across the major NSF-funded projects: STEP, REU, ADVANCE, and S-STEM. This matrix will show how data systems, implementation and evaluation plans of these individual projects work together to create the pre-conditions that will lead to the achievement of I3 project goals. The evaluator will design a system to code and organize data across projects.

To benchmark City Tech STEM outcomes against those of peer institutions through participation in the Consortium for Student Retention Data Exchange STEM Study. The external evaluator will articulate and refine the primary and secondary research questions on the project’s four focus areas of integration: interdisciplinary lab content, active learning pedagogy, technology and infrastructure, and mentoring and partnering systems and activities. The evaluator will provide written and oral update reports to the PI and Co-PIs, and will produce a brief formative evaluation report at Year 3 and a summative evaluation report at the end of Year V. Construct validity will be addressed by integrating measures and foci that highlight best practices aligned with the professional standards set by the field, including input from industry partners,

City Tech I-Cubed Incubator external evaluator is Dr. Costanza Eggers-Piérola, Senior Research Scientist, formerly of EDC. She has carried out program evaluations of Title III and Title V initiatives in Massachusetts, regional STEM reform initiatives in New York State, and national education reform programs in Trinidad and Tobago. She is experienced in researching complex projects and knowledgeable about critical issues in institutional reform and in supporting diverse populations from entry level through career pathways.

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