June 14, 2015
June 14, 2015
June 17, 2015
NSF Grantees Poster Session
26.511.1 - 26.511.13
Development and Implementation of a Pathway Assessment Model for the ASPIRE ProgramThe University [ ] received S-STEM funding for A Scholarship Program to Increase Retention inEngineering (ASPIRE): Improving Work-Study-Life Balance. The goal of the 5 year program isto improve retention, particularly in the sophomore and junior years, for engineering studentswho show academic potential but are at risk of not completing their studies due to financialconcerns and/or life-work-study balance issues. The ASPIRE program aims to accomplish thisby: providing scholarships for sophomore and junior level matriculated students based on bothfinancial need and merit; recruiting and providing scholarships to community college transferstudents; providing support services including peer tutors, conferences, lectures, presentations,and career planning workshops; and increasing student engagement in college- and university-wide activities that contribute to persistence.This paper details the process of development and implementation of a systems approach toevaluation, where the assumption is that our program is itself lodged in a larger system withvarious stakeholder interests and desired outcomes. The assessment plan was created by usinglogic and pathway models that relate activities in the ASPIRE Program to short term, mediumterm, and long term outcomes. The assessment plan further identifies how activities supportoutcomes and also shows how outcomes at one level support outcomes at a different level.Measurement tools were designed and implemented on the first group of scholarship recipients.Modifications were made based on collected data. Currently, 3 cohorts have received ASPIREawards. The paper concludes with the challenges and successes of the implementation andassessment of the NSF S-STEM award.
Carnasciali, M., & Nocito-Gobel, J., & Martinez, C., & Graham, M. J. (2015, June), Development and Implementation of a Pathway Assessment Model for the ASPIRE Program Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23849
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