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Session Title: Discussing a Multi-Site Collaborative Evaluation Model to Assess Academic Pipeline Programs (K-20) Designed to Increase the Numbers of Individuals From Disadvantaged Backgrounds Into Professional Health and Biomedical Sciences Careers
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Panel Session 324 to be held in Wekiwa 8 on Thursday, Nov 12, 1:40 PM to 3:10 PM
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Sponsored by the College Access Programs TIG
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| Chair(s): |
| Lourdes M Rivera, University of California San Diego, l1rivera@ucsd.edu
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| Discussant(s):
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| Lawrence Hy Doyle, University of California Los Angeles, hydoyle@ucla.edu
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| Abstract:
Institutions of higher education recognize the need to train and support more students from underrepresented and disadvantaged backgrounds in the Health and Biomedical Sciences. The University of California, San Diego (UCSD), Los Angeles (UCLA) and San Francisco (UCSF Fresno campus) conduct several pipeline programs that address this issue. Evaluation specialists from these universities will discuss the need for a more uniform theory-based model to assess such programs. This discussion will focus on current evaluation methods such as the use of focus groups, surveys, logic models, the Delphi study approach, reflective practices, and intricate student tracking systems. The goal of the discussion is to develop strategies for integrating current approaches to map several pathways to careers in the Health and Biomedical Sciences, thus creating a unified model to determine how programs could best tailor their resources to support vulnerable students in different pathways.
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University of California San Francisco's (Fresno Campus) Pipeline Programs: Use of Logic Model and Long-Term Student Tracking to Measure the Impact of the Program
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| Andrew Alvarado, University of California San Francisco, aalvarado@fresno.ucsf.edu
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| Katherine Flores, University of California San Francisco, kflores@fresno.ucsf.edu
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The Latino Center at UCSF-Fresno has developed and implemented an educational pipeline program spanning from middle school to university designed to increase the numbers of individual from disadvantaged backgrounds into professional health careers. The evaluation of the pipeline utilizes a logic model that illustrates the comprehensive assessment of a series of interventions offered to students throughout each educational level by measuring 1) Inputs; 2) Throughputs or Processes; 3) Intermediate Outcomes; and 4) Sustained Outcomes or Impacts. Each segment of the learning pathway is evaluated using both process (formative) and outcome (summative) measures using qualitative and quantitative methods. Attendees will learn how to comprehensively capture the experience of disadvantaged students and their families while they are in such programs as well as measure the impact of several program components through long-term student tracking.
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University of California Los Angeles Pipeline Programs: Use of Reflective Practice to Evaluate Programs That Improve Disadvantaged Student's Skill Levels Significantly Within the Limited Term of the Programs
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| Lawrence Hy Doyle, University of California Los Angeles, hydoyle@ucla.edu
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| Sebastian Uijdehaage, University of California Los Angeles, bas@mednet.ucla.edu
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University of California Los Angeles' (UCLA) pipeline programs include a range of disadvantaged participants from first year undergraduates to medical students. The pipeline consists of a five-year dual degree program designed to develop the skills of leaders in healthcare for underserved communities; post-baccalaureate programming for students who have not yet been accepted to medical school; and health disparity curricula and small group learning for pre-med and pre-dental undergraduates. Formative evaluations using Delphi studies and reflective practice have allowed practitioners to gain consensus on values and standards to structure the programs, their admissions, and the means of assessment to match the agreed upon standards. Panel attendees will have an opportunity to gain insight into practice of the cutting-edge admissions process, the development of curriculum that takes students from surface learning to more sophisticated learning strategies, and work that improves student skill levels significantly within the length-limited term programs.
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University of California San Diego's Efforts to Evaluate Pipeline Programs: Use of Innovative Systematic Tracking to Measure Program Success
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| Lourdes M Rivera, University of California San Diego, l1rivera@ucsd.edu
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| Jose Cruz, University of California San Diego, j3cruz@ucsd.edu
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| Sandra Daley, University of California San Diego, sdaley@ucsd.edu
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The University of California, San Diego (UCSD) School of Medicine designs programs with specific performance objectives and an evaluation component that prepares students from disadvantaged backgrounds for careers in the Health and Biomedical Sciences. UCSD pipeline programs target middle/high school, community college, undergraduate and post-baccalaureate students. In order to measure program success, UCSD utilizes logic models to identify short- and log-term outcomes within a theoretical framework as well as an innovative student tracking system that begins during the program and extends to up to 10 years after student participation. The tracking system incorporates student and family orientations, modern forms of communication and social networking technologies, tracking specialists, online tracking tools, and other strategies. Attendees will learn about framing evaluation systems around several programs with similar objectives occurring at different levels of the educational pipeline with a particular focus on long-term outcomes. The need for developing tracking standards will be discussed.
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