Robert S. Unnasch, Ph.D.
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1 Introduction External Reviewer s Final Report Project DESERT Developing Expertise in Science Education, Research, and Technology National Science Foundation Grant # Arizona Western College November 30, 2013 Robert S. Unnasch, Ph.D. Arizona Western College serves a community that is geographically isolated and has a large Hispanic and Native American population. A large majority of adults in these populations depend upon seasonal agricultural work, and as a result education has not been highly valued. While there are significant, good-paying, employment opportunities for individuals with associate or baccalaureate degrees in the environmental sciences there are very few individuals holding these degrees within the community. Project DESERT was an initiative to increase the number of local young adults trained in the sciences who could fill these vacancies. Recognizing this need, the state of Arizona, Yuma County, and La Paz County committed funds to construct a new science and agricultural facility on the AWC campus and to hire several new science faculty. However, because of a lack of a traditional science track at the college it was necessary to recruit and significantly support students interested in environmental sciences. Project DESERT was specifically designed to fulfill this need. The overarching goal of Project DESERT is to recruit, scholarship, mentor, and support two cohorts of 15 academically promising, financially needy, historically underrepresented students majoring in biological or environmental sciences through completion of an A.S. in Biology or Environmental Sciences and transfer to university for upper-division studies or job placement in a technical, career-track position In general, the students recruited to participate in Project DESERT were unlikely to succeed in a typical university environment. As a result Project DESERT identified five specific objectives to support participating students: Objective 1: Broaden opportunities for college access by awarding scholarships to 30 eligible, academically promising, underrepresented, and financially needy students, who will attend AWC full-time in order to earn an A.S. in Biology (AS.BIOLO) or Environmental Sciences (AS.ESBIO). Objective 2: Increase the quality of students education. Project DESERT External Review 1.
2 Objective 3: Increase student confidence and retention by enhancing existing student support services, to provide a seamless continuum of support for the learning needs of Project DESERT scholars. Objective 4: Focus students academic effort toward degree requirements and learning goals in concert with explicit, individualized, academic planning and networks of support. Objective 5: Provide individualized assistance for internship and job placement of Project DESERT graduates in career-track science positions or transfer for upper-division studies. Goals of the external review The responsibilities of this external review were threefold. First, I was to provide an independent assessment of the program's implementation. In short, this reviewer looked to validate that the program managers had successfully implemented all the tasks identified in their work plan. The second objective was to track the internal assessment process and to review and evaluate the resulting documents. The third responsibility was to meet with the program managers, faculty associated with the project, and Project DESERT student's to provide recommendations for program improvement. Review process November/December, I reviewed preliminary materials and discussed the results of Project DESERT s first year with Dr. Tim Whittier and Dr. Mary Schaal. The focus of this initial evaluation was to track the implementation of the project's tasks. In short, by the end of 2010 the first cohort had completed its first three semesters and the students participating in Project DESERT were progressing steadily towards their projected graduation at the end of the spring 2011 semester. At that time there was significant discussion about how to assess the academic performance of his first cohort relative to their non-cohort peers. A final interim internal assessment report was provided by Dr. Whittier in May, November / December I was provided preliminary materials related to the progress in late November I performed a site visit to Arizona Western College on December 7-9, December 2011 / January Following the site visit I was provided a draft internal assessment report by Dr. Schaal. Dr. Schaal and I interacted several times over the subsequent weeks as this draft report was revised. A final internal assessment report was provided by Dr. Mary Schaal on December 18, This report included a significantly improved statistical analysis of the academic performance of the Project DESERT students relative to their academic peers provided by Dr. Montopoli. November / December I performed a telephone interviews with Dr. Cecilia Vigil and Dr. Schaal. Prior to the interviews, I was provided internal review materials by Dr. Schaal. Project DESERT External Review 2.
3 May / June I performed a separate telephone interviews with Dr. Vigil, Dr. Schaal, and the majority of the students in cohort 2 (via a single group conference call on May 18, 2013). Subsequent to these telephone interviews I was provide review materials by Dr. Schaal. Project DESERT success relative to proposed objectives Objective 1: Broaden opportunities for college access by awarding scholarships to 30 eligible, academically promising, underrepresented, and financially needy students, who will attend AWC full-time in order to earn an A.S. in Biology (AS.BIOLO) or Environmental Sciences (AS.ESBIO). The Project DESERT team has marketed the program in many imaginative ways and has been successful in attracting many qualified students from underserved communities. The team has been successful in recruiting qualified students to participate in Project DESERT. However, during the site visit, the team expressed some disappointment with the significant challenges they faced trying to recruit a large pool of applicants for either cohort. This is likely the result of any number or combination of factors including: The biology and environmental sciences programs at AWC have historically been quite small and of thus did not have a strong reputation within the community. It is likely that with the new facilities, the addition of new faculty, and as the first two cohorts complete their training, the reputation of AWC will rise within the community and additional qualified high school students will be attracted to the program. There are similar programs offered at Arizona's large four-year universities. Thus, the most promising students in Yuma and La Paz Counties are often recruited by these larger schools leaving a smaller pool of promising students for the team of Project DESERT to recruit. Despite these challenges the Project team was successful in recruiting two complete cohorts of students. The initial academic qualifications of the students in both cohorts did not, I believe, meet the initial goals of the Program s faculty it is clear that the team was not fully able to overcome the challenges identified above. However, the success of the Project clearly shows that the quality and commitment of the staff and faculty compensated for the initial academic shortcomings of students participating in the project. Objective 2: Increase the quality of students education One of the most exciting aspects of Project Desert was the extracurricular activities offered to both cohorts. These activities include field trips natural areas to learn ecological methods, opportunities to participate in professional scientific meetings, and opportunities to meet and work with professionals in the field. Given that the overarching goal of Project DESERT is to provide the local community with young professionals with the expertise necessary to succeed as professional scientists, the opportunity to participate in these extracurricular activities is Project DESERT External Review 3.
4 invaluable. One hundred percent of both Cohort-1 and Cohort-2 students participated in these extracurricular activities. Similarly, 81% and 100% of the Cohorts participated in at least one professional meeting. Faculty and staff of Project DESERT are to be commended for their efforts in reaching out to the professional community for the benefit of the students. The commitment to providing students exposure to working professionals in their fields is one of the most exciting and unique features of the AWC program. The students recognize the value of these opportunities and identified them as very valuable during our meeting and recognized in their value in advancing their careers. Every one of the cohort-2 students participating in the May 2013 conference call expressed great satisfaction with their participation in the Project and the quality of the education they received at AWC. It is notable that the majority of the Project DESERT s students completed their A.S. within two years. This is remarkable given the academic, and personal challenges facing these students. The students credited the Project DESERT team with their success. Objective 3: Increase student confidence and retention by enhancing existing student support services, in order to provide a seamless continuum of support for the learning needs of DESERT scholars In interviews with the students, they identified the Project DESERT seminar and individual tutoring support as key to their success. This is also reflected in Cohort-1 survey results reported by Dr. Schaal in the internal report in which Five of the final 12 Cohort-1 students listed tutoring as the single most helpful aspect of the program It is quite clear that this additional support provided to the cohort students resulted in a dramatic increase in graduation rates and graduation efficiency; 65% of Cohort-1 students achieved their A.S. Degree within 2 years, in stark comparison to their peers (college-wide) that had a 2% achievement rate. A critical goal of any cohort system is the creation of a supportive Learning Community. At AWC, the students are clearly confident among their peers and are socially supported to take risks. During my interview with the students, they clearly enjoyed interacting with each other and with me. My time with the students resulted in a discussion between me and the them AND among the students themselves. The confidence and camaraderie exhibited by these students was remarkable. The students concern for other members of the cohort is a powerful example of the community that the staff of AWC have successfully created a climate that fosters the students to encourage and support each other s success. Faculty and staff shared several examples where the students, singly and as a group, stepped up to assist a student in need. A great example of this sort of support is one from Cohort-1 (now part of the OASIS Project at NAU) is now tutoring some students in Cohort-2. Project DESERT External Review 4.
5 AWC faculty have provided comfortable places for the students to gather. This has fostered the emergence of self-organized study groups among the students in Cohort-2. This is a significant indication that the cohort model is working. Retention rates are remarkable relative to non-cohort peers. Dr. Schaal notes that cohort retention to graduation and ongoing retention were far above non-cohort peers seeking the same credentials, who demonstrated 60% attrition, 31% retention, and 9% graduation (none with the AS declared in their major) during the same timeframe. Together, these results are remarkable and demonstrate exceptional initial success of Project DESERT. Objective 4: Focus students academic effort toward degree requirements and learning goals in concert with explicit, individualized, academic planning and networks of support The support provided by the faculty and staff is clearly reflected in the academic success of Cohort-1. Sixty Five percent of Cohort-1 achieved their associate degree within two years, and an additional 18% are on track to complete their associate degree by the end of the current semester. This stands in sharp contrast to the institutional average of only 16% of entering students achieving an Associate degree. Similarly, students and Cohort-1 achieved their associate degree in an average of 1.7 years. This again stands in stark contrast to the institutional average of 5.4 years for student to achieve their Associate degree. Clearly the academic success of the students in Project DESERT is a testimony to the commitment and effort of the projects directors and staff. Again they should be highly commended for their hard work and their success in helping the students achieve their goals. When pressed to identify the reasons for their success, the students identified the expectations set by the Project s faculty and the support of their cohort as key. For most of the students, the expectation that they take 18+ credits each semester was a wake-up and was something that none would have attempted without their participation in the Project. The faculty set clear expectations for each cohort and held the students to these. The students stated that these expectations were a strong motivation for achieving success. Objective 5: Provide individualized assistance for internship and job placement of DESERT graduates in career-track science positions or transfer for upper-division studies Eighty eight percent of Cohort-1 graduated students are continuing their education by pursuing baccalaureate studies. Of these, 91% are receiving scholarship support for their education. I interviewed those members of Cohort-1 that had advanced into Project OASIS at NAU and their enthusiasm for their experience at AWC was palpable. They were enthusiastic and very appreciative of the support they had received from the DESERT team and felt they were well prepared for their advanced studies. I have no doubt that these students will become successful professionals upon completing their baccalaureate studies. Project DESERT External Review 5.
6 The students identified the tutoring support as important to their success. I was left with the distinct impression that these sessions provided both academic support, but possibly more importantly social support to the students. These sessions clearly provided the opportunity to bond with, and support or be supported by their peers. Seeing their peers struggle with, and succeed with courses inspired the students to do their best. In doing so, the students gained confidence in their abilities. The maturity and confidence exhibited by the students during our final interview was notable and dramatically different than when I met them in General Comments and Recommendations From my assessment, it is clear that the Project DESERT team was diligent in implementing the program as it was laid out in the original proposal. To their credit, they were highly adaptive in recognizing emerging challenges and developing strategies to overcome these challenges. From my perspective, Project DESERT has been hugely successful in achieving its stated goals. The project team, their staff, and the faculty of AWC should be congratulated for their success. An implied goal of Project DESERT was to use this NSF grant as a springboard to permanently improve the quality of the Biology and Environmental Sciences programs at AWC. I believe AWC s faculty have made significant improvements in their programs and, more importantly have made AWC more attractive to local high school graduates interested in the sciences. The enthusiasm of the cohort 2 students for the program, and their clear respect for the faculty will provide a great voice for attracting new students. I believe that the cohort model used in Project DESERT was key to the programs, and the students, success. During the final interview the students consistently referred to each other s support and inspiration for their own success. A number said that without the cohort s support they doubted that they would have succeeded. Many of the students in both cohorts faced significant personal challenges that clearly demanded a lot of their time and attention. Some were young parents responsible for young children. Other students were supporting extended families. For these students the stipend provided as part of their participation in Project DESERT was a godsend, and for some it was critical to their success. Without this support they simply would not have succeeded. Unfortunately, if some students within a cohort fail it weakens the bond among the students increasing the likelihood of others failing. The power of the cohort is the commitment to all members of the team. In conclusion, it is clear that the Project DESERT team were fully committed to the success of the initiative. As a result they fulfilled all the projects initial objectives and were successful in launching 30+ new science professionals into the community meeting the overarching goal identified in their initial proposal. I m sure the Project has made AWC s science programs stronger and more capable of attracting, and graduating, promising students. Project DESERT External Review 6.
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