temerity of hope

The Temerity* of Hope and Other

Assessments: Fostering Integration

and Student Success *Temerity = extreme venturesomeness

NASPA International Assessment and Retention Conference

June 10-13, 2009

Sara Cooley, M.A. Counseling and Guidance , California Polytechnic State University

Cheryl Ney, Associate Vice Provost, Academic Programs, Cal Poly

Susan Sparling, Director of Student Academic Services, Cal Poly

Franciso Curiel, Direcor, Extended Opportunities Program/Services, Cuesta College

Session Objectives

Grounding Assessment

Framing this transfer student study

Hope – Agency and Pathways

Study Overview

Institutional Assessment (OBA)

Transfer Student Study

Recommendations and Next Steps

The Iterative Systematic Assessment Cycle Adapted from Peggy Maki, Ph.D. by Marilee J. Bresciani, Ph.D.

Mission/Purposes

Goals

Outcomes

Implement

Methods to

Deliver

Outcomes and

Methods to

Gather Data

Gather Data

Interpret Evidence

Make decisions to improve

programs; enhance student

learning and development;

inform institutional decision-

making, planning,

budgeting, policy, public

accountability

On describing her empathetic approach to research on maize …

“The important thing is to develop the capacity to see one kernel

that is different, and make that understandable …If something

doesn’t fit there is a reason and you find out what it is”

Barbara McClintock (1922-92), Nobel Laureate ‘83

Grounding Assessment in an

empathetic epistemological

commitment….

Framing this study with Hope Theory

A (transfer) student with hope has …

(1) personally valued goals

(2) the perceived ability to generate strategies (pathways)

to achieve those goals

(3) the motivation to apply those pathways in the goal-

pursuit process (agency).

(According to Snyder et al. (1991)

Project Overview - Goal

We hope to show how reframing an

understanding of EOP and EOPS

programs for transfer students using

Snyder’s view of Hope theory in the

context of university learning objectives

(OBA) can foster integration and student

success.

Project Overview

Study of EOP and EOPS students at Cuesta College (a local community college) and California Polytechnic State University, a Master’s L institution

Study employed data from NSSE, two locally developed surveys-one as part of an institutional accreditation (WASC) study, the other focused on EOP and EOPS students

Study also connected with the university learning objectives (www.ulo.calpoly.edu)

Student Profiles – Cal Poly & Cuesta Cal Poly

The Fall 2008 new transfer class of 700

204 from Cuesta

5,501 New First Time First year students

The average age of undergraduates: 20.5

95.3% under the age of 25.

Cuesta

Spring 2008: 11,315 students

67.8% under the age of 25

60% are local – 40% out of area

48.4% report a Transfer Objective

Profile of Students in EOP programs

Approximately 76 percent come from families

with income under $30,000.

Often lower levels of academic preparedness

In most cases, the parents have no higher

education experience

Need for information about the processes at

postsecondary institutions

http://www.calstate.edu/SAS/eop/

Purpose of EOPS – Community College Education Code Article 8. Section 69640:

To encourage the enrollment, retention and transfer of student disadvantaged by language, social, economic and education

To facilitate the successful completion of goals and objectives in college.

Provide services which are over, above, and in addition to those provided to the general college population.

All Directors Training; EOPS 101: Back To The Basics 2007

Primary Goals for EOP

at Cal Poly

Improve the access, retention and graduation of

students who have been historically,

economically and/or educationally

disadvantaged.

EOP will help ease the transition from your

current school to Cal Poly and provides services

in the following areas to help you succeed at

this campus http://www.sas.calpoly.edu/eop/index.html

Evolution of the project

2008 NSSE

40% of the 1,947 respondents were transfer students

10.c. Encouraging contact among students from different

economic, social, racial/ethnic backgrounds

2001 2002 2003 2005 2008

FY 2.35 2.16 2.21 2.29 2.45

SR 1.98 2.01 2.06 1.90 2.08

1.80

1.90

2.00

2.10

2.20

2.30

2.40

2.50

10.c. Encouraging contact among students from different economic,

social, and racial or ethnic backgrounds

To what extent does your institution emphasize this?

1=very little, 2=some, 3=quite a bit, 4=very much

2.45

2.08

2.71

2.54

2.68

2.45

2.70

2.51

2.00 2.50

SR

2

00

8 F

Y

10.c. Encouraging contact among students from different economic,

social, and racial or ethnic backgrounds

To what extent does your institution emphasize this?

1=very little, 2=some, 3=quite a bit, 4=very much

Cal Poly

California State

Polytechnic Peers

NSSE 2008

In 2008: Statistically significantly lower FY and SR compared to all cohorts.

In 2008: Faculty indicate a difference from the student report-

Predicted 76% (some/little), FY report 55%; Predicted (67%), SR 70%

NSSE Survey – A Student Voice

“More outreach and information for

transfers is desperately needed…

Advisors should be more thorough and

more willing to listen to questions/

concerns… It is important that students

feel welcome to ask questions and feel

confident that they will get accurate

information.” (SR) One of 500 comments on the 2008 NSSE

WASC 2009 Student Survey:

Respondents

9,390 students invited

1,551 responses (16.5%)

Representative across

most demographics

(ethnicity, class level,

age)

Women over-represented

10% of the students were

new transfer students

Goals

Survey Purpose: Chart

a geography of where

students are learning

Use newly adopted

university learning

objectives as

“guideposts”

My experience at Cal Poly in the following areas

has helped me learn to communicate effectively:

0% 20% 40% 60% 80% 100%

Communicate effectively: Courses in

the GE curriculum


the major curriculum


the minor curriculum

Communicate effectively: The senior

project

Communicate effectively: Off-campus

programs (includes study abroad)

Communicate effectively: Co-

curricular activities

Communicate effectively: On-campus

housing

Communicate effectively: Employment

on campus

Communicate effectively: Employment

off campus

Strongly Disagree Disagree Neither Agree nor Disagree Agree Strongly Agree Dont Know

WASC Survey – A Student Voice …I had attended Community College for

three years and was planning to be here for

two years. I am in my third year and finally

graduating. The way my department is

organized, it is nearly impossible for a

transfer student to get out in two years, I

really wish I had known this coming into the

school. I suppose I would have picked a

different major if I'd known that I'd be here for

three years, or more likely I would've gone to

another University. One of 836 Comments in “Change of Major” section 2009 WASC Survey

WASC Survey – A Student Voice

“Coming in as a junior transfer I already

explored other major classes at my JC and

so in choosing Child Development as my

major I was well prepared for the choice

and knew that was what I wanted.”

One of 836 Comments in “Change of Major” section 2009 WASC Survey

Transfer Student Study

Based on NSSE and WASC surveys

Framed in Literature on Agency and Pathways

Cal Poly EOP/SSS Transfer Survey

25% response rate – 40 Respondents

Survey Addressed

Educational Background

Orientation and Advising

University Learning Objectives

Steps taken to successfully transfer

Challenges or obstacles to academic success

Student Recommendations

Focus Groups at Cal Poly and Cuesta College

NSSE & Cal Poly EOP Transfer Survey

23%

27%

38%

11%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Very often Often Sometimes Never

2008 NSSE Senior responses

Had serious conversations with students of a different race or

ethnicity than your own

24%

29% 31%

16%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Very Often Often Sometimes Never

Cal Poly EOP Transfer Survey

I had serious conversations with students of a different race or

ethnicity than myself at Cal Poly

NSSE & Cal Poly Transfer Survey

10% 2%

32% 48%

3% 5%

EOP Transfer Student Ethnicity

Asian/Pacific Islander

Black/African-American

Caucasian

Hispanic

Other/Multi-Racial

Decline to Respond

13%

1%

63%

7%

2%

6% 8%

NSSE Ethnicity SR

Asian, Asian American, or Pacific Islander

Black or African American

White (non-Hispanic)

Mexican or Mexican American

Other Hispanic or Latino

Multiracial/Other

I prefer not to respond

Cal Poly EOP Transfer Survey

3%

3%

5%

8%

20%

27%

26%

30%

33%

47%

31%

25%

44%

22%

38%

37%

I feel my coursework at Cal Poly has helped me to think critically and

creatively

I feel my coursework at Cal Poly has improved my ability to communicate

effectively

I feel my coursework at Cal Poly has helped me develop the skills for

lifelong learning

I feel my course work at Cal Poly has helped me to work productively in

groups and independently


Very Often Often Sometimes Never

Cal Poly EOP/SSS Students

BA, 20%

BS, 32%

MA, 38%

PhD, 10%

0% 5% 10% 15% 20% 25% 30% 35% 40%

Educational Goals

Cal Poly Transfer Preparation

62%

46%

44%

38%

54%

56%

0% 10% 20% 30% 40% 50% 60% 70%

48. Did you contact an advisor about choosing classes at Cal Poly before your first

quarter?

47. Did you contact the EOP office at Cal Poly before you were on campus?

46. Did you contact your department at Cal Poly about the credit evaluation process and

your transfer credits before you came to campus?

Student Interaction with Cal Poly

No

Yes

Cuesta College Transfer Preparation

23%

15%

23%

23%

77%

46%

77%

77%

38%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

47. Have you been in contact with an advisor at your new/prospective college?

46. Do you know if you qualify for the EOP program at your 4-year institution?

45. Have you contacted the EOP office at your prospective 4-year college or

university?

44. Have you contacted your department at your new/prospective 4-year college about

the credit evaluation process and your transfer credits?

Student Interaction with New/Prospective College

Unsure

No

Yes

Transfer Student Survey-Student Voice

“Finding a place to pump breast milk for my son

at home, the bathrooms are inappropriate for

this. There was no help for new moms”

“I believe a program that teaches students

about the "paper trail" processes concerning

class registration, substituting courses,

petitioning courses, grad eval, financial aid and

records would be very helpful!”

Recommendations and Next Steps for EOP

Strategies for Agency and Pathways…

Transfer issues assigned to an academic office

Transfer webpage

Transfer Student Handbook

10 things I wish I knew about transferring

Social & Academic

Joint Transfer Preparation Course offered during

summer for incoming students.

Summer Transfer Bridge

Lactation room in Cal Poly University Union.

Recommendations and Next Steps

from Institutional Perspective

Connect To larger concerns


Strategic Plans

Research or scholarship (Hope, Agency, Pathways)

Two possibilities:

develop learning outcomes that reflect agency and

pathway issues

Integrated practices

Possibility for Outcomes

A student with hope has …

(1) personally valued goals

(2) the perceived ability to generate strategies

(pathways) to achieve those goals

(3) the motivation to apply those pathways in the

goal-pursuit process (agency).

EOPS 3-1-2: take home lesson of all of this

Integrated Practices

Collaboration between 2 and 4 year

institutions

Cuesta Community College

California State Polytechnic University, SLO

Integrated approach to academic and student

services

Increased Collaboration

Outreach and educational sessions on partner

campuses

Reflections

Assessment is a Process

Relationship between student and researcher

Feeling for the organism

See the Individual in the research

Hear & Respond to immediate needs

Openness to new solutions

Feeling for the student

Develop sustainable and scalable action plan

Questions or Comments E-mail: Sara Cooley [email protected]

temerity of hope

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