NSF INCLUDES Shared Measures

The Participant Worksheet obtains information on the total number and characteristics of students reached by initiatives designed to broaden participation in STEM. The purpose is to demonstrate the extent to which STEM BP projects are reaching a diverse population.

The Participant Worksheet is designed to gather information on (1) the number of students reached in a given year; (2) gender identity, race, and ethnicity of those students; and (3) the number of first-generation college students (i.e., postsecondary students for whom neither parent completed a bachelor’s degree or higher) reached. These data are collected in the aggregate, and no information about the characteristics of individual students are collected or displayed as part of this effort.

Several caveats regarding the use of the Participant Worksheet are worth noting:

• The Participant Worksheet does not collect information about the types or frequency of activities that students participated in. For example, data cannot be used to distinguish between those students who participated in a 1-hour classroom activity and those who attended a 5-day educational summer program.
• The data collected through the Participant Worksheet represents a duplicated count of students—i.e., the number of times that students were reached (both within and across projects). Thus, for example, a student who participated in two separate activities in a given year would be counted twice.
• The Participant Worksheet collects data on students reached directly and indirectly. Direct refers to students who knowingly engaged in the broadening participation strategies conducted by a given project (e.g., students who knowingly participated in a defined activity designed to enhance their career awareness about STEM). Indirect refers to those students indirectly engaged by a project (e.g., students who benefited from a defined STEM education reform program, event, or activity without being aware of their engagement in that program, event, or activity).
• As shown in the default graphics, information about demographic characteristics is not available for a significant proportion of students. By checking the Exclude Not Collected by Project filter, you can view data for the subset of students for whom gender, ethnicity, and/or race data are available. We expect that the proportion of students for whom this information is available will increase over time as projects develop procedures and response options that are aligned with the Participant Worksheet. Showing the view for all students enables us to track enhancements in projects’ ability to report on the characteristics of all students over time.
• For the purposes of the Participant Worksheet, the school year is defined as September 1 to August 31. Projects may make changes to this timeline (e.g., including summer activities during the previous school year), and these changes are documented in a caveats sheet and maintained throughout the duration of the collection.

The Participant Worksheet obtains information on the total number and characteristics of educators reached by STEM BP initiatives. The purpose is to demonstrate the extent to which STEM BP projects are reaching a diverse population.

The Participant Worksheet is designed to gather information on (1) the number of educators reached in a given year; and (2) the gender identity, race, and ethnicity of those educators. These data are collected in the aggregate, and no information about the characteristics of individual educators are collected or displayed as part of this effort.

Several caveats regarding the use of the Participant Worksheet are worth noting:

• The Participant Worksheet does not collect information about the types or frequency of activities that educators participated in. Thus, for example, data cannot be used to distinguish between those educators who participated in a 1-hour webinar and those who attended a 5-day professional development activity.
• The data collected through the worksheet represents a duplicated count of educators—i.e., the number of times that educators were reached (both within and across projects). Thus, for example, an educator who participated in two separate activities in a given year would be counted twice.
• The Participant Worksheet collects data on educators reached directly and indirectly. Direct refers to educators directly engaged in the STEM BP strategies conducted by a given project (e.g., educators who knowingly participated in a defined activity designed to enhance the equity and quality of their instruction, mentoring, or advising). Indirect refers to those educators indirectly engaged by a project (e.g., educators who benefited from a defined BP STEM education reform program, event, or activity without being aware of their engagement in that program, event, or activity).
• As shown in the default graphics, information about demographic characteristics is not available for a significant proportion of educators. By checking the Exclude Not Collected by Project filter, you can view data for the subset of educators for whom gender, ethnicity, and/or race data are available. We expect that the proportion of educators for whom this information is available will increase over time as projects develop procedures and response options that are aligned with the Participant Worksheet. Showing the view for all educators enables us to track enhancements in projects’ ability to report on the characteristics of all educators over time.
• For the purposes of the Participant Worksheet, school year is defined as September 1 to August 31. Projects may make changes to this timeline (e.g., including summer activities in the previous school year)—and these changes are documented in a caveats sheet and maintained throughout the duration of the collection.

The Partner Worksheet obtains information on organizations that are partnering with STEM BP initiatives, including organization name, organization type, city, and state. A primary purpose is to document the characteristics and geographic distribution of partner organizations and assess the extent to which organizations are working across broadening participation projects. The information will also be useful to Network members who want to partner with organizations that are invested in promoting equity, diversity, and inclusion in STEM.

Several caveats regarding the use of the Partner Worksheet are worth noting:

• Data on partner characteristics represent a cumulative, unduplicated count.
• Partner organizations are counted multiple times if they are associated with more than one STEM BP initiative.
• The Partner Worksheet is not designed to collect information about the types of contributions made by partner organizations. As such, data cannot be used to identify the level of effort or engagement associated with a given partner or assess the overall significance of a partner’s role on the project. More information about the roles played by specific partner organizations may be available on Alliances’ websites (which can be accessed from the Projects page).

The STEM BP Resources Worksheet obtains information on resources developed by broadening participation initiatives, including the resource name, resource type, year published or developed, authors (if applicable), and link to the resource (if applicable). Data on the characteristics of STEM BP resources represent a cumulative, unduplicated count. A primary purpose of this inventory is to document the number and characteristics of the resources that have been developed by broadening participation projects. The information will also serve as a resource for Network members who want to access the materials developed by other STEM BP initiatives.

Note: Indirect refers to those students indirectly engaged by a project (e.g., students who benefited from a defined broadening participation STEM education reform program, event, or activity without being aware of their engagement in that program, event, or activity).

¹Includes doctoral-granting institutions, masters colleges and universities, and baccalaureate colleges.

²Refers to graduate students reached by your initiative because they are students engaged in graduate-level studies.

The Participant Worksheet gathers information on (1) the number of students reached in a given school year; (2) the gender identity, race, ethnicity, disability status, and economic status of those students; and (3) the number of first-generation college students (i.e., postsecondary students for whom neither parent completed a bachelor’s degree or higher) reached. These data are collected in the aggregate, and no information about the characteristics of individual students are collected or displayed as part of this effort. The purpose is to demonstrate the extent to which projects funded or co-funded by NSF INCLUDES are reaching a diverse population.

Several caveats regarding the use of the Participant Worksheet are worth noting:

• The Participant Worksheet does not collect information about the types or frequency of activities that students participated in. For example, data cannot be used to distinguish between those students who participated in a 1-hour classroom activity and those who attended a 5-day educational summer program.
• The data collected through the Participant Worksheet represents a duplicated count of students—i.e., the number of times that students were reached (both within and across projects). Thus, for example, a student who participated in two separate activities in a given year would be counted twice.
• The Participant Worksheet collects data on students reached directly and indirectly. Direct refers to students who knowingly engaged in the broadening participation strategies conducted by a given project funded or co-funded by NSF INCLUDES (e.g., students who knowingly participated in a defined activity designed to enhance their career awareness about STEM). Indirect refers to those students indirectly engaged by a project funded or co-funded by NSF INCLUDES (e.g., students who benefited from a defined STEM education reform program, event, or activity without being aware of their engagement in that program, event, or activity).
• As shown in the default graphics, information about demographic characteristics is not available for a significant proportion of students. By checking the Exclude Not Collected by Project filter, you can view data for the subset of students for whom gender, ethnicity, race, disability status, and/or economic status data are available. We expect that the proportion of students for whom this information is available will increase over time as projects funded or co-funded by NSF INCLUDES develop procedures and response options that are aligned with the Participant Worksheet. Showing the view for all students enables us to track enhancements in the ability of these projects to report on the characteristics of all students over time.
• For the purposes of the Participant Worksheet, the school year is defined as September 1 to August 31. Projects may make changes to this timeline (e.g., including summer activities during the previous school year), and these changes are documented in a caveats sheet and maintained throughout the duration of the collection.

The Participant Worksheet gathers information on (1) the number of educators reached in a given school year; and (2) the gender identity, race, ethnicity, and disability status of those educators. These data are collected in the aggregate, and no information about the characteristics of individual educators are collected or displayed as part of this effort. The purpose is to demonstrate the extent to which projects funded or co-funded by NSF INCLUDES are reaching a diverse population.

Several caveats regarding the use of the Participant Worksheet are worth noting:

• The Participant Worksheet does not collect information about the types or frequency of activities that educators participated in. Thus, for example, data cannot be used to distinguish between those educators who participated in a 1-hour webinar and those who attended a 5-day professional development activity.
• The data collected through the worksheet represents a duplicated count of educators—i.e., the number of times that educators were reached (both within and across projects). Thus, for example, an educator who participated in two separate activities in a given year would be counted twice.
• The Participant Worksheet collects data on educators reached directly and indirectly. Direct refers to educators who knowingly engaged in the broadening participation strategies conducted by a given project funded or co-funded by NSF INCLUDES (e.g., educators who benefited from a defined broadening participation (BP) STEM education reform program, event, or activity without being aware of their engagement in that program, event, or activity). Indirect refers to those educators indirectly engaged by an NSF INCLUDES-supported project (e.g., educators who benefited from a defined STEM education reform program, event, or activity without being aware of their engagement in that program, event, or activity).
• As shown in the default graphics, information about demographic characteristics is not available for a significant proportion of educators. By checking the Exclude Not Collected by Project filter, you can view data for the subset of educators for whom gender, ethnicity, race, and/or disability status data are available. We expect that the proportion of educators for whom this information is available will increase over time as projects funded or co-funded by NSF INCLUDES develop procedures and response options that are aligned with the Participant Worksheet. Showing the view for all educators enables us to track enhancements in the ability of these projects to report on the characteristics of all educators over time.
• For the purposes of the Participant Worksheet, school year is defined as September 1 to August 31. Projects may make changes to this timeline (e.g., including summer activities in the previous school year), and these changes are documented in a caveats sheet and maintained throughout the duration of the collection.

The Partner Worksheet obtains information on organizations that are partnering with projects funded or co-funded by NSF INCLUDES—including organization name, organization type, city, and state. A primary purpose is to document the characteristics and geographic distribution of partner organizations and assess the extent to which organizations are working across projects funded or co-funded by NSF INCLUDES. The information will also be useful to Network members who want to partner with organizations that are invested in promoting equity, diversity, and inclusion in STEM.

Several caveats regarding the use of the Partner Worksheet are worth noting:

• Data on partner characteristics represent a cumulative, unduplicated count.
• Partner organizations are counted multiple times if they are associated with more than one project funded or co-funded by NSF INCLUDES.
• The Partner Worksheet is not designed to collect information about the types of contributions made by partner organizations. As such, data cannot be used to identify the level of effort or engagement associated with a given partner or assess the overall significance of a partner’s role on the project. More information about the roles played by specific partner organizations may be available on projects’ websites (which can be accessed from the Projects page).

Note: Indirect refers to those educators indirectly engaged by a project funded or co-funded by NSF INCLUDES (e.g., number of educators who benefited from a defined broadening participation STEM education reform program, event, or activity without being aware of their engagement in that program, event, or activity parameters).