Assessment and Evaluation
Graduates should be able to evaluate both the processes and desired outcomes of student affairs
programs and services. Specifically, students should possess the skills necessary to:
a) gather and analyze quantitative and qualitative data from students and programs,
b) read with understanding the published research on higher education,
c) conduct and write a program evaluation report.
programs and services. Specifically, students should possess the skills necessary to:
a) gather and analyze quantitative and qualitative data from students and programs,
b) read with understanding the published research on higher education,
c) conduct and write a program evaluation report.
Puente Focus Group
In Today’s College Students course, I was assigned to create a qualitative assessment of a particular subgroup of college students in terms of environmental variables that affect learning, attrition, and students’ sense of belonging. The group I was a part of conducted research on “Family Dynamics of First-Generation Latino/a College Students.” Studies show that first generation Latino students complete college at a lower level than other racial/ ethnic groups (Nunez, 2011). The primary method for data collection included a first generation Latino focus group along with three interviews conducted during the fall semester 2013 at a public Southern California Community College. In our results we found Latino students felt more socially accepted because of the Puente program, but felt if they were not involved with the specialized group of students, they would feel out of place and alone. Many students felt the pressures of working in order to pay for school. Others felt resistance and even jealousy from family due to the student’s commitment to pursing their education.
Nunez, A. (2011). Counterspaces and connections in college transitions: first generation latino students’ perspective on chicano studies. Journal of College Student Development. 52(6), 639-655.
In Today’s College Students course, I was assigned to create a qualitative assessment of a particular subgroup of college students in terms of environmental variables that affect learning, attrition, and students’ sense of belonging. The group I was a part of conducted research on “Family Dynamics of First-Generation Latino/a College Students.” Studies show that first generation Latino students complete college at a lower level than other racial/ ethnic groups (Nunez, 2011). The primary method for data collection included a first generation Latino focus group along with three interviews conducted during the fall semester 2013 at a public Southern California Community College. In our results we found Latino students felt more socially accepted because of the Puente program, but felt if they were not involved with the specialized group of students, they would feel out of place and alone. Many students felt the pressures of working in order to pay for school. Others felt resistance and even jealousy from family due to the student’s commitment to pursing their education.
Nunez, A. (2011). Counterspaces and connections in college transitions: first generation latino students’ perspective on chicano studies. Journal of College Student Development. 52(6), 639-655.
Early Advantage Survey
In Program Evaluation in College Student Affairs course, I along with a few other member of the cohort conducted research on assessments to give voice to groups and individuals whose perspectives may be overlooked by systems unaccustomed to hearing them. We researched Chaffey Community Colleges Early Advantage Program and its effectiveness in helping struggling students. According to Adams (2011), “The idea that a student is going to march over to the Office of Retention and self-identify is not likely” (p. 23). Our goal for this research in conducting surveys was to see if students were using the Early Advantage program, which claims to help retention rates and support struggling students. One of the most valuable findings from the survey was discovering how effective Early Advantage phone calls were to students. The Early Advantage program at Chaffey College spends significant time, money and energy on making phone calls to at risk students and our research indicated the time and money was well spent.
Adams, C., (2011). Colleges try to unlock secrets to student retention. Education Digest, 77 (4), 19-23.
In Program Evaluation in College Student Affairs course, I along with a few other member of the cohort conducted research on assessments to give voice to groups and individuals whose perspectives may be overlooked by systems unaccustomed to hearing them. We researched Chaffey Community Colleges Early Advantage Program and its effectiveness in helping struggling students. According to Adams (2011), “The idea that a student is going to march over to the Office of Retention and self-identify is not likely” (p. 23). Our goal for this research in conducting surveys was to see if students were using the Early Advantage program, which claims to help retention rates and support struggling students. One of the most valuable findings from the survey was discovering how effective Early Advantage phone calls were to students. The Early Advantage program at Chaffey College spends significant time, money and energy on making phone calls to at risk students and our research indicated the time and money was well spent.
Adams, C., (2011). Colleges try to unlock secrets to student retention. Education Digest, 77 (4), 19-23.
Puentista Survey
As a part of my action plan for The Role of Diversity in Student Affairs Practice course, I conducted research and exploration on my awareness of women, Latin American (Chicana) Culture on a Community College Campus. The goal of this assignment was to develop an action plan designed to help identify and accomplish growth goals focused on multicultural awareness, knowledge and skills. As a part of my research, I conducted a survey for the female women in the Puente Program at Chaffey Community College, known as “Puentistas.” The survey was to help me develop multicultural skills to work more effectively with female Latin American students.
As a part of my action plan for The Role of Diversity in Student Affairs Practice course, I conducted research and exploration on my awareness of women, Latin American (Chicana) Culture on a Community College Campus. The goal of this assignment was to develop an action plan designed to help identify and accomplish growth goals focused on multicultural awareness, knowledge and skills. As a part of my research, I conducted a survey for the female women in the Puente Program at Chaffey Community College, known as “Puentistas.” The survey was to help me develop multicultural skills to work more effectively with female Latin American students.