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Increasing the Probability of Success: Career Preparedness for Hispanic/Latino and Low Income Undergraduate Students
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| Presenter(s):
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| Rebecca Eddy,
Claremont Graduate University,
rebecca.eddy@cgu.edu
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| Robert Blagg,
Claremont Graduate University,
robert.blagg@cgu.edu
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| Abstract:
Many lower income and minority undergraduate students struggle through “gatekeeper” courses which prevents them from advancing through their academic program and often results in lower graduation rates. Those who complete these courses lack resources such as practical experience which may prevent them from landing a career initiating position. Recently the U.S. Department of Education (Title V) funded an initiative at a university in southern California to address these deficiencies through a program drawing upon a collaboration of institutional divisions facilitating success through tutoring, mentoring, career development, and service learning. The challenge of evaluating this program is being met through assessment of ongoing data collection and a continuous feedback process to assess implementation fidelity and outcomes. Because participants receive diverse services over time, they will be assessed via multiple measures at numerous points, allowing analyses of program dosage to determine if intensity of involvement in multiple program components affected student outcomes.
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Evaluating University Faculty Support of Diversity Goals
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| Presenter(s):
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| Bruce B Frey,
University of Kansas,
bfrey@ku.edu
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| Jennifer Ng,
University of Kansas,
jcng@ku.edu
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| William Skorupski,
University of Kansas,
wps@ku.edu
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| Lisa Wolf-Wendel,
University of Kansas,
lwolf@ku.edu
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| Abstract:
A common goal for colleges is to increase diversity among faculty and students and to increase consideration of issues of diversity in teaching and other activities. However, there are few, if any, validated measures of attitudes toward diversity for evaluators interested in assessing variables related to diversity. This paper will share the development of a new instrument designed to measure various dimensions of attitudes toward, and support for, diversity. Items were selected or composed based on a literature-driven table of specifications which assumed six important dimensions: attitudes and beliefs, intergroup relations, professional norms, research, teaching and service. Results of a factor analysis and other psychometric information will be provided for the survey.
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