Unique Approach to Empowerment Evaluation at Hispanic-Serving Institutions: Diverse Perspectives and Practical Considerations in Partnering with Faculty

Vartenie Aramali; S.K. Ramesh; Nathan Durdella; Silvia Carpitella; Md Sahabul Alam; Ricardo Medina; Mohammad Rasoul Narimani

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Conference: 2025 ASEE PSW Conference
Location: California Polytechnic University, California
Publication Date: April 10, 2025
Start Date: April 10, 2025
End Date: April 12, 2025
DOI: 10.18260/1-2--55198
Permanent URL: https://peer.asee.org/55198

Abstract

This abstract is intended to lead to a presentation only. We will present an innovative participatory research evaluation framework implemented within the Strengthening Equitable Culturally Responsive Environments (SECURE) for Student Success grant project at California State University, Northridge (CSUN), a large Hispanic-Serving Institution. Awarded a 2023 US Department of Education Developing Hispanic-Serving Institutions (DHSI) grant, SECURE’s objectives include supporting Latinx and low-income students and fostering their academic success. The project addresses various success metrics for students, including their sense of belonging, career preparation, mental health and emotional well-being, academic skills, and broader institutional support for Latinx students for student retention.

The grant project evaluation, implemented over a five-year project period and currently a work-in-progress, uses a convergent mixed-methods approach, blending both formative and summative evaluation components. What is unique in our evaluation approach is that we center empowerment; this is a participatory approach that emphasizes the “co-construction” of research evaluation with faculty, and community/research stakeholders. By drawing on a broad range of data sources, such as interviews, participatory photography, surveys, faculty interviews, and institutional data, the evaluation framework aims to create a holistic understanding of the project’s impact on student experiences, academic and professional skills, and institutional practices.

Our evaluation is structured to support “mini-site” evaluations across different project focus areas: (1) faculty communities of practice, (2) student workshops, (3) research internships, and (4) peer mentoring programs. The implementation team comprises the project director, two program directors from partnering and local community colleges, two evaluators, and four faculty leads, each responsible for the specific project area.

Based on the literature that is built on collaborative inquiry dimensions, we implemented “micro-evaluations” within each project area to increase stakeholder involvement and innovation in the evaluation process as well as to improve the offered experiences continuously. These micro-evaluations encourage faculty “co-evaluators” (i.e., the faculty leads) to lead evaluations in their respective project areas; faculty involvement in the research evaluation enhances evaluation quality and methods, deepens insights into project outcomes, and fosters an institutional cultural shift to better support low-income, Latinx students, as faculty from diverse disciplines collaboratively lead and shape data collection and analysis. On the other hand, through participatory group photography sessions and semi-autonomous, small-scale studies led by faculty evaluators and involving students, the framework shifts technical decision-making to stakeholders, enhancing the diversity and depth of involvement across the institution.

Our presentation will showcase the empowerment evaluation approach and discuss how we leveraged the concept of participatory evaluation, where control is shared between evaluators and research project stakeholders, to maximize project relevance and alignment with stakeholder goals. This collaborative structure not only bridges technical and participatory approaches, but also expands and facilitates faculty empowerment, providing them with hands-on leadership opportunities and fostering reflective evaluation practices.

Additionally, the framework highlights how student voices improve the evaluation through participatory photography and interviews. This approach positions students as “co-creators”, contributing valuable perspectives on their educational and cultural experiences. These participatory methods not only enhance evaluation quality but also help to create a transformative learning environment. Insights from the evaluation reveal the complex realities and needs of Latinx and low-income students, helping to guide institutional change and strengthen culturally responsive practices across multiple disciplines.

We will share the successes and challenges in building an empowerment-focused evaluation structure through our work with faculty and student “co-evaluators”. Finally, we will discuss how embedding culturally relevant, empowerment-focused practices within evaluation can foster a shift toward a more inclusive and supportive institutional culture, addressing the unique challenges faced by Latinx students and enhancing the institution’s commitment to equitable education. As such, our presentation will be valuable to educators, researchers, and evaluators who are interested in implementing empowerment evaluation methods that are culturally responsive and inclusive.

Citation
Format

Aramali, V., & Ramesh, S., & Durdella, N., & Carpitella, S., & Alam, M. S., & Medina, R., & Narimani, M. R. (2025, April), Unique Approach to Empowerment Evaluation at Hispanic-Serving Institutions: Diverse Perspectives and Practical Considerations in Partnering with Faculty Paper presented at 2025 ASEE PSW Conference, California Polytechnic University, California. 10.18260/1-2--55198

TY  - CPAPER
AB  - This abstract is intended to lead to a presentation only. We will present an innovative participatory research evaluation framework implemented within the Strengthening Equitable Culturally Responsive Environments (SECURE) for Student Success grant project at California State University, Northridge (CSUN), a large Hispanic-Serving Institution. Awarded a 2023 US Department of Education Developing Hispanic-Serving Institutions (DHSI) grant, SECURE’s objectives include supporting Latinx and low-income students and fostering their academic success. The project addresses various success metrics for students, including their sense of belonging, career preparation, mental health and emotional well-being, academic skills, and broader institutional support for Latinx students for student retention.

The grant project evaluation, implemented over a five-year project period and currently a work-in-progress, uses a convergent mixed-methods approach, blending both formative and summative evaluation components. What is unique in our evaluation approach is that we center empowerment; this is a participatory approach that emphasizes the “co-construction” of research evaluation with faculty, and community/research stakeholders. By drawing on a broad range of data sources, such as interviews, participatory photography, surveys, faculty interviews, and institutional data, the evaluation framework aims to create a holistic understanding of the project’s impact on student experiences, academic and professional skills, and institutional practices.

Our evaluation is structured to support “mini-site” evaluations across different project focus areas: (1) faculty communities of practice, (2) student workshops, (3) research internships, and (4) peer mentoring programs. The implementation team comprises the project director, two program directors from partnering and local community colleges, two evaluators, and four faculty leads, each responsible for the specific project area. 

Based on the literature that is built on collaborative inquiry dimensions, we implemented “micro-evaluations” within each project area to increase stakeholder involvement and innovation in the evaluation process as well as to improve the offered experiences continuously. These micro-evaluations encourage faculty “co-evaluators” (i.e., the faculty leads) to lead evaluations in their respective project areas; faculty involvement in the research evaluation enhances evaluation quality and methods, deepens insights into project outcomes, and fosters an institutional cultural shift to better support low-income, Latinx students, as faculty from diverse disciplines collaboratively lead and shape data collection and analysis. On the other hand, through participatory group photography sessions and semi-autonomous, small-scale studies led by faculty evaluators and involving students, the framework shifts technical decision-making to stakeholders, enhancing the diversity and depth of involvement across the institution.

Our presentation will showcase the empowerment evaluation approach and discuss how we leveraged the concept of participatory evaluation, where control is shared between evaluators and research project stakeholders, to maximize project relevance and alignment with stakeholder goals. This collaborative structure not only bridges technical and participatory approaches, but also expands and facilitates faculty empowerment, providing them with hands-on leadership opportunities and fostering reflective evaluation practices.

Additionally, the framework highlights how student voices improve the evaluation through participatory photography and interviews. This approach positions students as “co-creators”, contributing valuable perspectives on their educational and cultural experiences. These participatory methods not only enhance evaluation quality but also help to create a transformative learning environment. Insights from the evaluation reveal the complex realities and needs of Latinx and low-income students, helping to guide institutional change and strengthen culturally responsive practices across multiple disciplines.

We will share the successes and challenges in building an empowerment-focused evaluation structure through our work with faculty and student “co-evaluators”. Finally, we will discuss how embedding culturally relevant, empowerment-focused practices within evaluation can foster a shift toward a more inclusive and supportive institutional culture, addressing the unique challenges faced by Latinx students and enhancing the institution’s commitment to equitable education. As such, our presentation will be valuable to educators, researchers, and evaluators who are interested in implementing empowerment evaluation methods that are culturally responsive and inclusive. 
AU  - Vartenie Aramali
AU  - S.K. Ramesh
AU  - Nathan Durdella
AU  - Silvia Carpitella
AU  - Md Sahabul Alam
AU  - Ricardo Medina
AU  - Mohammad Rasoul Narimani
CY  - California Polytechnic University, California
DA  - 2025/04/10
PB  - ASEE Conferences
TI  - Unique Approach to Empowerment Evaluation at Hispanic-Serving Institutions: Diverse Perspectives and Practical Considerations in Partnering with Faculty 
UR  - https://peer.asee.org/55198
DO  - 10.18260/1-2--55198
ER  -

Unique Approach to Empowerment Evaluation at Hispanic-Serving Institutions: Diverse Perspectives and Practical Considerations in Partnering with Faculty

Paper Authors

Vartenie Aramali California State University, Northridge

S.K. Ramesh California State University, Northridge

Nathan Durdella California State University, Northridge

Silvia Carpitella California State University, Northridge

Md Sahabul Alam California State University, Northridge

Ricardo Medina California State University, Northridge

Mohammad Rasoul Narimani California State University, Northridge

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