Diversity in Information Technology
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| Audience/Grade: | High School Junior -Graduate 11-Graduate |
| Discipline(s): |
Computer Engineering Computer Science Computing Diversity Engineering Diversity Information Systems Information Technology Software Engineering |
| Special Topic(s): |
Black and African American Scientists and Engineers Persons with Disabilities Women and Information Technology Native American Engineers and Scientists Hispanic Engineers and Scientists |
| Learning Resource Type: |
Community - General |
| Media Type: |
Unknown |
| Author(s): |
Teresa Dahlberg |
| Description: | The Diversity in Information Technology Institute is an organized effort to increase the size and diversity of the Information Technology workforce to meet the growing demand for IT professionals across a wide range of disciplines. The Institute brings together IT and Education researchers, K-12 educators, and industry and community leaders to deploy DITI initiatives. As technology becomes pervasive within all aspects of our community and culture, there is an insatiable demand for professionals who can apply technology to a broad range of disciplines. The Diversity in Information Technology Institute (DITI) is an organized effort to increase the size and diversity of the Information Technology workforce to meet the growing demand for IT professionals across a wide range of disciplines. The Institute brings together IT and Education researchers, K-12 educators, and industry and community leaders to deploy DITI initiatives. The purpose of DITI initiatives are: 1) Attract and maintain diverse populations to become IT applications specialists. 2)Increase IT participation by traditionally under-represented groups, such as women, minorities and persons with disabilities, as well as to increase IT participation from highly talented persons in traditionally non-technical fields, such as education, music, art, law-enforcement, nursing and architecture. The DITI vision is 3-pronged to include a focus on: 1) K-12 Readiness 2) Undergraduate and Graduate Retention 3) Workforce Initiatives |
| Rating: |
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| Usage Tip | |
| Use of Resource: |
Evaluation is a critical component of the STARS Alliance, to assess program efficacy and to inform the academic community of the success of diverse interventions across widely differing institutions. Our evaluation plan is driven by Daniel Stufflebeam?s Context, Input, Process, Product (CIPP) model [see the CIPP Model Checklist, at http://www.wmich.edu/evalctr/checklists/cippchecklist.htm], which is being used to a ssess the STARS Leadership Corps, providing valuable formative and summative evaluation measures. Using this model, evaluators record and assess the following: * Context ? the larger setting of the project * Input ? all crucial project staff, materials, and resources. * Process ? strategies, activities, practices, and procedures used to carry out the project. This formative evaluation is used to solicit information to determine modifications and adjustments needed to improve how a project operates; * Product ? the ultimate result obtained that can be attributed to interventions carried out through the project. This summative evaluation is used to determine if a project should be continued, modified, or terminated. |
| Difficulty: |
Medium |
| Interactivity Level: |
Low |
| Version Info | |
| Publication Date: | December 2008 |
| Platform/Format: |
WWW |
| Cost: |
Free |
| Download URL: | http://www.cci.uncc.edu/diti/ |
| Metadata: |
IEEE LOM Record |
| Collection: |
Broadening Participation in Computing (BPC)
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