|
Measurable Indicators of Effectiveness for National Science Foundation (NSF) Advanced Technological Education (ATE) Centers/ Projects
|
| Presenter(s):
|
| Kelly Robertson, Western Michigan University, kelly.robertson@wmich.edu
|
| Stephen Magura, Western Michigan University, stephen.magura@wmich.edu
|
| Abstract:
The presentation will describe the common metrics and methodologies developed by The Evaluation Center to measure the effectiveness of the U.S. National Science Foundation’s (NSF) Advanced Technological Education (ATE) center and project activities. The central goals of NSF ATE are to produce more science and engineering technicians to meet workforce demands and to improve the technical skills and general educational preparation of these technicians and their educators. Previous to this study, there were no generally accepted means of measuring the effectiveness of ATE activities; thus, the results of this study should allow NSF to better understand variations in success of its ATE grantees and to apply an objective effectiveness measurement strategy to ATE and similar programs in the future. Further, this study may serve as a model for other organizations that manage diverse portfolios of projects, yet have no way of comparing results across activities.
|
|
Beyond the Program: Evaluating the Institutional Impact of Initiatives to Increase the Participation of Underrepresented Minority College Students in Biomedical and Behavioral Science
|
| Presenter(s):
|
| Jack Mills, Independent Consultant, jackmillsphd@aol.com
|
| Maria Elena Zavala, California State University, Northridge, mariaelena.zavala@csun.edu
|
| Abstract:
This paper presents an evaluation of efforts at a major urban university—California State University Northridge--to prepare an ethnically diverse student body for advanced degrees and careers in science. CSUN has long received National Institutes of Health funding to provide mentoring, research experience, academic support and professional development to cohorts of underrepresented minority students majoring in the biomedical and behavioral sciences. These programs are increasingly being called on to demonstrate their impact on students across the institution. The evaluation used multiple methods drawing on Bandura’s theory of self-efficacy to examine a broad sample of science students’ academic and career plans. The theory posits that academic and career intentions result from the interaction of behavioral, internal personal and environmental factors. Thus, the evaluation examined students’ hands-on research experience, support such as financial assistance and social support and their relationship to scientific self-efficacy and expected career outcomes.
|
| |