McGill, M., & Thompson, A., & James, D. E. (2023, June), Applying the Five Dimensions of Effectiveness Framework to Evaluate the Effectiveness of a Research Practice Partnership Aimed at Increasing Equity in Computer Science Education  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42281

\bibitem{asee_peer_42281}
  McGill, M., \& Thompson, A., \& James, D. E. (2023, June), \emph{Applying the Five Dimensions of Effectiveness Framework to Evaluate the Effectiveness of a Research Practice Partnership Aimed at Increasing Equity in Computer Science Education}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42281

Monica McGill, Angelica Thompson, and Darius Ellis James.  "Applying the Five Dimensions of Effectiveness Framework to Evaluate the Effectiveness of a Research Practice Partnership Aimed at Increasing Equity in Computer Science Education".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42281 Internet.  13 May, 2024

\bibitem{asee_peer_42281}
  Monica McGill, Angelica Thompson, and Darius Ellis James.
  "Applying the Five Dimensions of Effectiveness Framework to Evaluate the Effectiveness of a Research Practice Partnership Aimed at Increasing Equity in Computer Science Education".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42281 Internet.  13 May, 2024

@INPROCEEDINGS{asee_peer_42281
author = "Monica McGill, Angelica Thompson, and Darius Ellis James"
title = "Applying the Five Dimensions of Effectiveness Framework to Evaluate the Effectiveness of a Research Practice Partnership Aimed at Increasing Equity in Computer Science Education"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42281}
number = {10.18260/1-2--42281}
}

TY  - CPAPER
AB  - Problem: RPP are a relatively new, promising strategy of creating a collaboration between researchers and practitioners for better alignment. Henrick and colleagues’ (2017) Five Dimensions of Effectiveness is one of the few frameworks for evaluating RPP effectiveness. However, researchers need a framework for understanding how to not only evaluate RPP effectiveness, but to also evaluate equitable practices within an RPP. 
Research Question: Our research question is: What types of equitable-practice codes can be derived from the Five Dimensions to assess the effectiveness of an RPP aimed at increasing equity in computer science education?
Methodology:  We developed research questions for each of the Five Dimensions, identified indicators of success for each dimension, and developed equity-focused codes for each indicator. We then created a corresponding semi-structured interview protocol. This study is preregistered at the Center for Open Science.  
Data Procedures: We conducted semi-structured interviews with the members (n=8) of a newly formed RPP, viewed recordings of all meetings between the organizations, and collected post-meeting surveys and analyzed the data using the newly created codebook. 
Results: Findings show that the codebook may be a useful tool for evaluating equitable practices within the RPP. We also used this process to provide iterative feedback to the RPP allowing the team to engage in continuous improvement methods and in-the-moment changes to increase inclusive collaboration and broadening participation. 
Implications: An equity-focused codebook can be used to analyze equitable practices within RPPs, provide ongoing feedback, and ensure all partners have an equal voice in the process. 
AU  - Monica McGill
AU  - Angelica Thompson
AU  - Darius Ellis James
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Applying the Five Dimensions of Effectiveness Framework to Evaluate the Effectiveness of a Research Practice Partnership Aimed at Increasing Equity in Computer Science Education
UR  - https://peer.asee.org/42281
DO  - 10.18260/1-2--42281
ER  -