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Dean's Future Scholar's: A Program Evaluation on a Research-based Program for First Generation Low-Income Students High School Success and College Matriculation
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| Presenter(s):
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| James Beattie, University of Nevada, Reno, puck0401@yahoo.com
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| Bill Thornton, University of Nevada, Reno, thorbill@unr.edu
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| Abstract:
This paper will present a CIPP (Context Input Process Product) evaluation implemented on the Dean's Future Scholars program at a midsize research University. The evaluation used a mixed methods approach to collect data. The context portion of the evaluation involved interviews with participants, the program director, as well as graduate assistants involved in the program. In addition, a review of previous research was conducted to provide comparison information. The input portion involved review of budget, student workshops, staff involvement, and planned interventions. The process portion involved review, monitoring, documentation, and assessment of various program activities. The impacts, effectiveness, and sustainability of program interventions were considered. Finally, the transportability or the extent that the program is replicable at other institutions will be addressed.
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Evaluating High School Pipeline Programs: Med-Start Academic Enrichment Program to Enhance Higher Education in Science and Health Careers
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| Presenter(s):
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| Laurie Soloff, University of Arizona, lsoloff@email.arizona.edu
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| Linda Don, University of Arizona, ldon@email.arizona.edu
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| Oscar Beita, University of Arizona, obeita@email.arizona.edu
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| Patricia Rodriguez, University of Arizona, aprodrig@email.arizona.edu
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| Andrew Stuck, University of Arizona, astuck@email.arizona.edu
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| Ana Maria Lopez, University of Arizona, alopez@azcc.arizona.edu
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| Abstract:
Med-Start (MS) is an academic enrichment program for high school students from under-served, low income and under-represented minority backgrounds to support college enrollment and pursuit of careers in science and health care. MS goals are not only to strengthen individual achievements and increase student diversity, but also to enhance the future healthcare workforce. Offered at the University of Arizona since 1969, the MS program evaluation plan now includes short-term measures of self efficacy, motivation and knowledge, as well as long-term outcomes.
Participants' pre- and post-program self-efficacy, intentions, and knowledge regarding pursuit of science/health careers have been analyzed. Results of a longitudinal study include educational achievements, career outcomes and intentions of program participants (N=127). Use of DatStat Illume online survey design and email management enhanced response rates and data quality. Descriptive analysis includes demographics and disadvantaged characteristics. Quality improvement and satisfaction data support formative evaluation.
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At Home in College: A Comprehensive Evaluation of a New College Transition Program in New York City
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| Presenter(s):
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| Drew Allen, City University of New York, drew.allen@mail.cuny.edu
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| Stefanie Bruno, City University of New York, stefanie.bruno@mail.cuny.edu
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| Abstract:
At Home in College is a new college transition program offered by the City University of New York (CUNY) that works with students from 35 New York City public high schools and three GED programs who are on-track to graduate but who have not met traditional benchmarks of college readiness. The program aims to increase the college enrollment and retention rates of these student populations, with the long-term goal of increasing college graduation rates. This paper presents a comprehensive evaluation of the program's implementation and impact during its first two years. A quantitative multiple regression analysis utilizing a differences-in-differences framework is combined with results from surveys, focus groups, and interviews to provide a clear and nuanced picture of the program's effectiveness. Evaluation findings are followed by a discussion of how real-time feedback of evaluation results have been actively used by administrators and on-the-ground educators to help improve the program.
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21st Century Framework to Evaluate Higher Education Programs: Designed to Increase Minority Student Success
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| Presenter(s):
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| Greg Richardson, Azusa Pacific University, gdrichardson@apu.edu
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| Abstract:
Underrepresentation of minority sub groups in higher education represents the future imbalance of diverse insights needed to adequately resolve complex problems within our multicultural nation. Far too many students are leaving higher education without degree attainment, and academic inability is not the key culprit. Proven solutions identified by leading researchers were analyzed and complied to construct a new framework for student success in higher education. Findings reveal that efforts are required to address external and internal factors of at-risk students. This paper addresses the fragmentation and isolation currently existent in higher education that precludes underrepresented groups from completing degree program requirements. It identifies the effectiveness of frameworks used to evaluate existent diversity initiatives at colleges and universities, and essential methodologies needed to develop institutional collaboration that reverse the dropout trend.
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