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

1. The Temerity* of Hope and Other Assessments: Fostering Integration and Student Success*Temerity = extreme venturesomeness 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

2. 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

3. The IterativeSystematicAssessment CycleAdapted from Peggy Maki, Ph.D. by Marilee J. Bresciani, Ph.D. Gather Data Interpret Evidence Mission/Purposes Goals Outcomes Implement Methods to Deliver Outcomes and Methods to Gather Data Make decisions to improve programs; enhance student learning and development; inform institutional decision- making, planning, budgeting, policy, public accountability

4. Grounding Assessment in an empathetic epistemological commitment…. 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

5. 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)

6. 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.

7. 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)

8. 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

9. 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/

10. Purpose of EOPS – Community CollegeEducation 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

11. 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

12. Evolution of the project • 2008 NSSE • 40% of the 1,947 respondents were transfer students

13. 10.c. Encouraging contact among students from different economic, social, racial/ethnic backgrounds 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%

14. 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

15. 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” WASC 2009 Student Survey:

16. My experience at Cal Poly in the following areas has helped me learn to communicate effectively:

17. 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

18. 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

19. 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

20. NSSE & Cal Poly EOP Transfer Survey

21. NSSE & Cal Poly Transfer Survey

22. Cal Poly EOP Transfer Survey

23. Cal Poly EOP/SSS Students

24. Cal Poly Transfer Preparation

25. Cuesta College Transfer Preparation

26. 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!”

27. 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.

28. Recommendations and Next Steps from Institutional Perspective Connect To larger concerns • University Learning Objectives • Strategic Plans • Research or scholarship (Hope, Agency, Pathways) • Two possibilities: • develop learning outcomes that reflect agency and pathway issues • Integrated practices

29. 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

30. 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

31. 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

32. Questions or Comments E-mail: Sara Cooley sc_lott@yahoo.com