Louisiana Pilot Sites Accepted for Inclusion in NAPE’s STEM Equity Pipeline

FOR IMMEDIATE RELEASE
Contact: Jo Dale Ales, Baton Rouge Community College
Phone: 225-216-8094
Email: alesj@mybrcc.edu

Louisiana Making Strides in Equity: Pilot Sites Accepted for Inclusion in NAPE’s STEM Equity Pipeline™

Baton Rouge, LA (9/5/14)—Since September 2013, Louisiana has been an active member in the National Alliance for Partnerships in Equity (NAPE) STEM Equity Pipeline™. The state is continuing its forward motion with the induction of five pilot sites, with training expected to begin in October 2014. The STEM Equity Pipeline develops strategies to increase female participation and completion in STEM (science, technology, engineering, and mathematics) related programs, including nontraditional career and technical education programs, offered at the high school and community college levels. These five site-based teams will participate in a professional development program that includes data analysis for identifying equity gaps, root cause action research, and implementation of research-based strategies.

The five pilot sites are as follows:

• Baton Rouge Community College, Baton Rouge
• Central Louisiana Technical Community College, Alexandria
• Math, Science, and Arts Academy-West, Plaquemine
• North Caddo Magnet High School/Bossier Parish Community College, Vivian
• Northwest Louisiana Technical College, Shreveport

Earlier this summer, a webinar hosted by NAPE informed educators on the future STEM economy in Louisiana, how the state can prepare and develop a diverse workforce to meet demand, and the roles of education, workforce development, and business and industry.

This cohort will participate in year-long professional development leading to the implementation of strategies that increase the participation and retention of females in STEM-related programs of study utilizing the Program Improvement Process for Equity in STEM™ (PIPE-STEM). PIPE-STEM, NAPE’s highly successful flagship professional development program, is funded by the National Science Foundation, Human Resources Development, Research on Gender in Science and Engineering Program.