California State University, San Bernardino
Coyote Careers
YEAR ONE FINAL REPORT | December 1, 2008
S u b m i t t e d
by
CLAREMONT GRADUATE UNIVERSITY
Institute of Organizational and Program Evaluation Research
175 East Twelfth Street | Claremont, CA 91711 | (909) 607-1549
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........................................................................................................................................................
Principal Investigator:
Rebecca M. Eddy, Ph.D.
Robert D. Blagg, Susana Bonis, Deryn Dudley
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Table of Contents...................................................................................................................................................................... 1
Executive Summary.................................................................................................................................................................. 2
Introduction.............................................................................................................................................................................. 5
CoyoteCareers Program Evaluation............................................................................................................................................ 7
Goal I: Expand limited institutional resources to help Hispanic, low-income students
complete SMART field curricula........................................................................................................................................ 7
Goal I Results in Comparison to Baseline Data................................................................................................................ 9
Key Findings: Goal I Summary.............................................................................................................................................. 11
Goal II: Pilot and implement an experiential Academic Career Education (ACE)
support program that is effective for Hispanic and low-income students in SMART priority fields.......................... 11
Key Findings: Goal II Summary............................................................................................................................................ 13
Goal III: Enhance student retention and career readiness by expanding alumni and community partnerships...... 13
Key Findings: Goal III Summary........................................................................................................................................... 16
Undergraduate Students’ Persistence to Degree................................................................................................................. 16
Project Next Steps: Aims for Year Two.................................................................................................................................. 17
Conclusions and Recommendations..................................................................................................................................... 17
References............................................................................................................................................................................... 18
YEAR ONE FINAL REPORT | December 1, 2008
Year One Findings.................................................................................................................................................................... 7
CSUSB CoyoteCareers
Table of Contents
Appendix A. Evaluation Activities......................................................................................................................................... 19
Appendix B. CoyoteCareers ACE Module 4 “Internships”: Evaluation Summary................................................................ 23
Appendix C. CoyoteCareers ACE Module 5 “Tools for Success”: Evaluation Summary....................................................... 25
Appendix D. CoyoteCareers ACE Module 9 “Etiquette”: Evaluation Summary.................................................................... 26
Appendix E. Site Supervisor Evaluation............................................................................................................................... 28
Appendix F. CoyoteCareers Spring 2008 Service Learning Internships: Evaluation Summary.......................................... 30
Tables
Table 1. Summary of Tutoring Hours Provided: Year One................................................................................................... 8
Table 2. Summary of Student Visits: Year One....................................................................................................................... 8
Table 3. Hours of Provided SMART Field Tutoring Used..................................................................................................... 9
Table 4. Tutoring Hours Provided to Students: Year One..................................................................................................... 9
Table 5. Comparison of Baseline to Year One in the Number of Students Tutored and
Total Hours Tutored in the SMART Fields........................................................................................................................... 10
Table 6. Summary of Students Who Received Tutoring and their Gatekeeper Course Pass Rates.................................. 10
Table 7. Mean ACE Module Satisfaction Ratings and Knowledge Scores.......................................................................... 11
Table 8. Summary of ACE Program Participation: Year One............................................................................................. 12
Table 9. Alumni Records Status: Year One........................................................................................................................... 14
Table 10. Recruited Alumni Volunteers by Field.................................................................................................................. 14
Table 11. Alumni Giving........................................................................................................................................................ 14
Table 12. Interns Satisfaction with Service Learning Experience...................................................................................... 14
Table 13. Full Time Undergraduates.................................................................................................................................... 16
Table 14. Full Time Undergraduate Retention.................................................................................................................... 16
Table 15. Undergraduate Degrees Awarded......................................................................................................................... 17
Table 16. Students Graduating in SMART Disciplines........................................................................................................ 17
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CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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Executive Summary
Claremont Graduate University (CGU) was hired by the
California State University, San Bernardino (CSUSB) to
examine the development and implementation of the Title
V funded CoyoteCareers program. This report provides a
summary of the project’s evaluation for the first year of
the five year grant funding period, from October 1, 2007
through September 30, 2008.
Program Design
The CoyoteCareers program at California State University,
San Bernardino was designed to ameliorate disparities
in the academic achievement and career preparation of
Hispanic and other low income students studying in the
Science, Mathematics, and Research for Transformation
(SMART) fields. Three distinct institutional divisions at
CSUSB have worked collaboratively to address the most
pressing student needs. The following describes goals
established for the first year of the program, with accompanying activities:
Goal I: Expand limited institutional resources
to help Hispanic, low-income students
complete SMART field curricula.
• Activity I.1: Increase peer tutor usage for science, math
and critical language courses with low pass rates.
– Task 1: Hire and train additional tutors in gatekeeper courses to provide 74 hours of SMART discipline
tutoring per week.
– Task 2: Distribute information about tutoring and
enrichment opportunities to 100% of SMART discipline Hispanic and other low-income students.
Goal II: Pilot/implement an experiential Academic
Career Education (ACE) support program that is
effective for Hispanic and low-income students in
SMART fields and strategic foreign languages.
• Activity II.1: Pilot the Academic Career Education
program.
– Task 1: Design 10 ACE program modules.
–T
ask 2: Implement ACE program with 100 students per
year in SMART disciplines.
– Task 3: Distribute information about the ACE program
to 100% of SMART field faculty and Hispanic and low
income students.
• Activity II.2: Develop electronic career resources.
– Task 1: Create one career information video.
–T
ask 2: Create the CoyoteCareers website.
Goal III: Enhance student retention and
career readiness by expanding alumni
and community partnerships.
• Activity III.1: Increase student access to accomplished
alumni who can assist them in preparing for and finding
careers of choice.
– Task 1: Capture/compile records with updated alumni contact information with a 15% increase in the
number of complete and accurate records
– Task 2: Identify prospective alumni volunteers, including 200 that will be recruited in year one to participate
as career resource contacts for career development
programs.
– Task 3: Establish a Hispanic professional networking
group.
• Activity III.2: Increase the number of students who
participate in service learning opportunities in SMART
fields.
– Task 1: Recruit 20 new service learning sites in SMART
fields per year.
– Task 2: Train 20 service learning site supervisors per
year.
– Task 3: Inform 100 ACE students per year about service
learning internships and stipends.
– Task 4: Select and place 20 service learning stipend
recipients.
CoyoteCareers Program Evaluation
Evaluation of the CoyoteCareers program has occurred
since the first day of program operations in October, 2007
and continues currently. This external evaluation was
designed to answer three main questions.
• Do the activities in the CoyoteCareers program expand
and enhance academic support offerings, career
preparation, program quality, internship availability
in Science and Mathematics Access to Retain Talent
(SMART) fields, and involvement of alumni at CSUSB?
• Do the activities in the CoyoteCareers program expand
educational opportunities for and improve the academic achievement of Hispanic and low income students in
the SMART fields?
• Do the activities in the CoyoteCareers program help
Hispanic and low-income students complete postsecondary degrees in the SMART disciplines?
– Task 3: Create and maintain a clearinghouse for state/
national internship opportunities.
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There were approximately 11,191 low-income and/or
Hispanic (6,651 Hispanic, 7,761 low-income) students
matriculated at CSUSB in the first grant year. The target
population for the CoyoteCareers program was 1,240
students. Eligibility was based on meeting inclusion criteria including those students who were either Hispanic and/
or low income and declared a SMART discipline major at
CSUSB during the 2007-08 academic year.
Year One Findings
Initial efforts, in the first year of the program, have been
focused on formative assessments of stakeholder feedback.
Qualitative and quantitative data collection methods
were used to ascertain progress on implementation goals
and initial outcomes. In addition to accessing those data
routinely collected by CSUSB, several new instruments
for assessing outcome data have been developed in year
one and others are in progress. The following summarizes
major findings for each key program area.
Tutoring: A total of 256 students have received tutoring services in key courses during year one. Internal data
collected from the Learning Center indicates a high level
of satisfaction for tutoring sessions. A comparison between
the baseline year (prior to the start of the CoyoteCareers
program) and the first year of the program has been
conducted. In general, the number of students, the hours
of available tutoring sessions offered, the number of visits
to the center, and the number of hours students were served
has increased from baseline to year one.
Academic Career Education (ACE) Modules: All 10
ACE modules have been developed in year one and the
program is on track to offer all ten modules during the
second program year. Survey questionnaires were administered during ACE modules and were designed to assess
student knowledge and satisfaction. Summaries of these
data are presented in the appendices. Students have
reported high satisfaction with the ACE modules offered.
Internships: Sixteen students have participated in service
learning internships during the first year of the program.
Although this fell short of the initial goal of placing 20
students in year one, most participants reported having
an extremely positive experience. Two of the interns have
received permanent job offers as a result of participating
in the program. Site supervisors have also reported a high
degree of satisfaction with interns.
Alumni Involvement: Development of the alumni data-
base was modified from the original plan due to an unforeseen budget shortfall. Instead of paying for a complete,
updated alumni database, an alumni directory was developed to update alumni records. The contracted vendor is
currently updating alumni records with a planned completion date of early 2009. Additionally, trends in alumni
giving can be obtained through the CSUSB Development
Office’s “Philanthropic Allocation Report”. Membership
in the various alumni associations will also be tracked by
the Advancement Office.
Year Two Focus
Program Focus: The program will continue to implement
established program activities such as tutoring services,
internship placement, completion of all ACE modules,
integration of program elements into SMART field curricula, development and expansion of the Hispanic Alumni
Chapter, and completion of the alumni database.
Evaluation Focus: Evaluation efforts will continue to
track Hispanic and low income students’ progress within
SMART disciplines toward their degrees, improvement in
their career readiness, and participation in SMART field
internships. Persistence, retention, class performance data
(e.g., grades), and graduation data has been provided by
the Office of Institutional Research and will continue to
be provided on a term-by-term basis. Similarly, the Service
Learning Coordinator will continue to provide reports on
the characteristics of service learning sites and interns.
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YEAR ONE FINAL REPORT | December 1, 2008
Program Participants
A total of 72 program eligible students have participated
in ACE modules. It is important to note that although the
number of students served fell short of the goal of 100 for
year one, many more non-eligible students participated in
the modules. This is one example where the entire CSUSB
community has benefitted from the development of the
CoyoteCareers program, as it has extended beyond eligible
students.
CSUSB CoyoteCareers
During the first year of the program, much of the formative evaluation work has involved development of student
tracking methods and reporting processes. Qualitative
data and analytic techniques have been used to extract key
themes and findings that inform implementation and the
development of the new outcome measures to be designed.
Baseline data established in year one will be used for
comparisons across quarters and years and to document
project progress. More focused outcome evaluation data
on program participants will allow for an assessment of
program impacts on participants’ satisfaction, internship
experiences, career preparedness, and academic success
in SMART fields.
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CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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New evaluation activities are also planned for the second
year of the program. For example, a pop-up survey will
be developed to track usage and satisfaction with the
CoyoteCareers website. Focus groups will be held with
active alumni to assess their experiences working with
CSUSB, opinions and advice concerning increasing
engagement of other alumni, and desire for and willingness to work directly with students, among other topics.
Survey questionnaires will be developed to accompany
newly-created ACE modules, and previously-created
surveys will be revised where appropriate.
Conclusions and Recommendations
CoyoteCareers has been somewhat successful in establishing program activities for the first year of the program.
Several year one goals have been accomplished, including additional tutoring hours being available for specific
SMART field courses, establishing a website and internship
job bank, development of all planned ACE modules, and
establishment of the Hispanic Alumni Association. Some
elements of the program which have been implemented
have fallen slightly short of the year one goals, while other
activities are well ahead of schedule. To meet or exceed
program goals in year two, marketing efforts, specifically
with regard to tutoring services and internship opportunities, should become more focused as the program builds
capacity to serve additional students. All data from year
one will serve as a comparison point for the upcoming
program years.
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1999 by the US Department of Education in recognition
of its substantial Hispanic enrollment and in general is
highly diverse: in Fall 2007 58.4% of the total enrollment
was Hispanic or part Hispanic, 12.6% African American
and 15.8% Caucasian. In addition the cost of attending
CSUSB is relatively affordable compared to nearby UC
Riverside (currently $3,324 vs. $7,302 per year for in-state,
full-time tuition). It is perhaps not surprising then that
the percentage of CSUSB federal, state and local financial
aid recipients far exceeds the median of IPEDS selected
comparison institutions, and that over 50% of all CSUSB
students, and 57% of the Hispanic students, are “firstgeneration college students.” Thus the student population
at CSUSB is a prime target of the Title V initiative.
Now at the end of the first year of the five year funding period under the Title V initiative, the CoyoteCareers
program seeks to support Hispanic/Latino and lowincome students in the Science and Mathematics Access
to Retain Talent (SMART) fields at CSUSB. The program
is a unique collaboration of three entities representing a
broad range of institutional divisions: Academic Affairs
(Community University Partnerships and Service Learning), Student Affairs (Career Development) and University Advancement (Alumni Affairs).
Divisions are represented within
the CoyoteCareers program by:
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YEAR ONE FINAL REPORT | December 1, 2008
While many undergraduate programs seek to provide
supplemental services to Hispanic/Latino and other
underrepresented minority students during their undergraduate years, many of these students find themselves
unprepared for the work world after graduation (e.g., Kane,
Beals, Valeau, & Johnson, 2004; Kulik, Kulik, & Schwalb,
1983; Lam, Srivatsan, Doverspike, Vesalo, & Mawasha,
2005; Lam, Srivatsan, Doverspike, Vesalo, & Mawasha,
2005). Oftentimes lower income and minority students
struggle through the most difficult classes, or so-called
“gatekeeper” courses that prevent them from advancing to the next level of their academic program (Chen &
Carroll, 2005). This often results in lower rates of persistence to their degree (Oakes, 1990). Even if these students
do manage to complete such courses with success, they
lack other resources such as practical experience in their
field of interest, which may prevent them from landing a
career initiating position after graduation. Many of these
students work during their time in college but in jobs that
are unrelated to their field of study or done out of necessity and not for the purpose of career building (Pascarella,
Pierson, Wolniak, & Terenzini, 2004). While an internship
experience might be a highly valued component to supplement their academic study with practical knowledge, many
miss this experience because they lack essential financial
resources that prevent them from taking advantage of such
opportunities (Kezar, Rhoads, 2001; Markus, Howard, &
King, 1993; Neopolitan, 1992). In addition, these undergraduate students can benefit from the experience of
others who would serve as mentors, particularly those
who are members of ethic minority groups, yet often are
unaware of how to reach out for help (Wright & Wright,
1987). Further, employers expect new graduates to have
acquired specific “soft” skills, such as appropriate business
etiquette, that are essential for competing in the working
world. However, many of these students may not appreciate that their work environment will extend beyond the
technical skills they have acquired in their coursework.
Given the complexity and overlapping nature of these
problems, a recently funded initiative supported by the
U.S. Department of Education (Title V) seeks to ameliorate these deficiencies at the California State University
at San Bernardino (CSUSB). CSUSB is a public, comprehensive, primarily undergraduate institution serving one
of the fastest growing areas of the state. Since its inception in 1965, CSUSB has grown to a current enrollment
of 16,479 students studying in 44 baccalaureate degree, 26
Master’s degree and over 40 certificate degree programs.
CSUSB was designated an Hispanic Serving Institution in
CSUSB CoyoteCareers
Introduction
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CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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6
The CoyoteCareers program aspires to address the previously mentioned problems, which are unacceptably prevalent among low-income and Hispanic undergraduates,
by accomplishing three main goals through a variety of
relevant activities and tasks:
Goal I: Expand limited institutional resources
to help Hispanic, low-income students
complete SMART field curricula.
• Activity I.1: Increase peer tutor usage for science, math
and critical language courses with low pass rates.
– Task 1: Provide 74 hours of tutoring per week in lowpass SMART discipline courses and strategic foreign
languages.
– Task 2: Distribute information about tutoring and
enrichment opportunities to 100% of SMART discipline Hispanic and other low-income students.
Goal II: Pilot/implement an experiential Academic
Career Education (ACE) support program that is
effective for Hispanic and low-income students in
SMART fields and strategic foreign languages.
• Activity II.1: Pilot the Academic Career Education
program.
– Task 1: Design 10 ACE program modules.
–T
ask 2: Implement ACE program with 100 students per
year in SMART disciplines.
– Task 3: Distribute information about the ACE program
to 100% of SMART field faculty and Hispanic and low
income students.
Goal III: Enhance student retention and
career readiness by expanding alumni
and community partnerships.
• Activity III.1: Increase student access to accomplished
alumni who can assist them in preparing for and finding
careers of choice.
– Task 1: Increase the number of alumni records with
updated contact and occupation information to 15%
per year (or 75% of total records held).
– Task 2: Identify a pool of 500 prospective alumni
volunteers, from which 200 will be recruited annually
to participate as career resource contacts for career
development programs.
– Task 3: Establish a Hispanic professional networking
group, and grow by 50 alumni annually.
• Activity III.2: Increase the number of students who
participate in service learning opportunities in SMART
fields.
– Task 1: Recruit 20 new service learning sites in SMART
fields per year.
– Task 2: Train 20 service learning site supervisors per
year.
– Task 3: Inform 100 ACE students per year about service
learning internships and stipends.
– Task 4: Select and place 30 service learning stipend
recipients per year (20 total in year one).
• Activity II.2: Develop electronic career resources.
– Task 1: Create 10 career information videos.
–T
ask 2: Create the CoyoteCareers website.
– Task 3: Create and maintain a clearinghouse for state/
national internship opportunities.
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• Do the activities in the CoyoteCareers program expand
and enhance academic support offerings, career preparation program quality, internship availability in SMART
fields, and involvement of alumni at CSUSB?
• Do the activities in the CoyoteCareers program expand
educational opportunities for and improve the academic achievement of Hispanic and low income students in
the SMART fields?
• Do the activities in the CoyoteCareers program help
Hispanic students and other low-income individuals complete postsecondary degrees in the SMART
disciplines?
The evaluation began at the start of the program in October 2007 and will end with final reporting in 2012. The
current report is intended to summarize progress through
the first year of the five year grant funding period. Rather than assessing whether goals were met at the end of a
project, on-going data collection and feedback allows the
evaluator to assess implementation fidelity and program
stakeholders to modify the program to ensure ultimate
success. Efforts during year one have been focused on gaining information about the appropriateness of the implementation strategy and program design, particularly for
serving Hispanic and low-income students. These formative assessments were conducted throughout the first year
of the program, in addition to gathering baseline data for
the performance measures pertaining to each program
goal. Later stages of the evaluation will be more summative in nature and will focus on answering evaluation questions related to program effectiveness. A full summary of
evaluation activities can be found in Appendix A.
The next section describes the activities of the evaluation for
the first year of the grant (October 1, 2007 – September 30,
2008). This includes a description of the evaluation activities related to each program goal, relevant activity, and
task. In addition, quality of implementation and progress
of assessing both program processes and outcomes will
be reviewed. We then provide a summary of key findings
from the evaluation.
Year One Findings
Goal I: Expand limited institutional resources
to help Hispanic, low-income students
complete SMART field curricula.
Lower income and minority students often struggle
through the most difficult foundation courses within their
major, or so-called “gatekeeper” courses, which prevents
them from advancing to the next level of their academic
program (Kulik, Kulik, & Schwalb, 1983; Chen & Carroll,
2005). This often results in lower rates of persistence to
their degree (Oakes, 1990). In an effort to offset these
trends among lower income and Hispanic students at
CSUSB, the CoyoteCareers program expanded academic
assistance resources. Specifically, through the on-campus
Learning Center, the program provided additional peer
tutoring in gatekeeper courses and took steps to ensure
that all lower income and minority students could take
advantage of this assistance.
Performance Measure 1.a. Hire and train additional
tutors in gatekeeper courses to provide 74 hours
of SMART discipline tutoring per week.
This performance measure was tracked by calculating the
number of hours that tutoring was provided to students
(defined as the time that tutors were at the Learning Center,
with or without a client). The number of hours that students
spent with a tutor was also tracked to determine student
need for tutoring and effectiveness of outreach efforts.
CSUSB operates on a quarter system with each quarter
lasting ten weeks. Estimates for the number of tutoring
hours were calculated based on nine weeks per quarter
given that students rarely seek tutoring services during the
first week of classes. Therefore, the target number of hours
provided per quarter, then, is 666 (74 hours x 9 weeks).
Table 1 illustrates that CoyoteCareers met this target in
the winter and spring Quarters. Since grant funding was
not available until October 2007, and initial weeks of the
quarter were spent recruiting and hiring tutors, it is not
surprising that the target was not met in the fall 2007
quarter. The summer quarter should be viewed differently, because fewer students take summer courses (and
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YEAR ONE FINAL REPORT | December 1, 2008
The structure of the CoyoteCareers program presents
a unique evaluation challenge. This challenge is being
met by an evaluation design which includes ongoing data
collection and a continuous feedback process to assess
implementation fidelity and allow program stakeholders to
modify the program to increase the probability of success.
Because participants receive diverse program services over
a period of years, participants are assessed via multiple
measures at multiple time points. By linking participants’
data from multiple sources (e.g., tutoring, career development, service learning, and course records) it will be possible to conduct meaningful analyses of program dosage to
determine if intensity of involvement in multiple program
components affected student outcomes.
The CoyoteCareers program evaluation is being
conducted as an external evaluation and will answer the
following questions:
CSUSB CoyoteCareers
CoyoteCareers Program Evaluation
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CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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Table 1. Summary of Tutoring Hours Provided: Year One
Weeks
Fall Quarter
Winter Quarter
Spring Quarter
Summer Quarter*
1-3
169.00
210.25
295.25
56.25
4-6
234.00
368.75
383.50
215.00
7-9
54.50
216.25
152.25
186.00
Total
457.50
795.75
831.00
457.25
Spring Quarter
Summer Quarter
* Hours provided are combined for Summer Sessions 1 and 2.
Table 2. Summary of Student Visits: Year One
Students
served
Fall Quarter
Winter Quarter
78
90
69
19
Range
of visits
1 – 20
1 – 18
1 – 19
1 – 19
Total
Number
of Visits
271
346
229
56
Range
of hours
visited
0.1 – 31.6 hours
0.1 – 39.3 hours
0.3 – 37.9 hours
0.5 – 44.9 hours
4.38 hours
5.80 hours
4.2 hours
5.5 hours*
Average
time spent
with tutor
*This average is high because it includes two students who made much use of tutoring in the summer (one with 44.9 hours and the other with 28 hours). When these two
“frequent” users are removed, the average amount of time with a tutor in the summer drops to 2.07 hours for remaining students.
providing tutoring services during the summer was not
part of the original program design).
There is some fluctuation in the number of hours that
tutoring was provided across each quarter. This may be due
to holidays, as well as to the periods in a quarter that lend
themselves to greater tutoring need (i.e. around mid-term
and final exams). Thus, while the goal was 74 hours of tutoring in SMART fields per week, it is possible that there may
be some times in the year when the number of hours provided falls below that target. Whether such a drop is cause for
concern will depend on analysis that takes into consideration the time of the school year. Overall, the program
met this goal for two of the three quarters. However, when
considering the additional hours of summer tutoring, the
program exceeded tutoring goals in year one.
Table 2 provides information about student visits to the
tutoring center. On average, 79 students visited the Learning Center for tutoring in the fall, winter, and spring
quarters (again, the expectation is that fewer students may
visit the center in the summer). Some students visited the
center only once. Of those that returned for additional
tutoring, the highest number of visits by a single student
was 20. There is a wide range of hours that a student may
spend with a tutor, as depicted in the table. The average amount of time students spent with a tutor was 4.97
hours.
Table 3 highlights subjects in which students sought
the most tutoring. Math is by far the subject in which
students seek the most tutoring each quarter. Chemistry
is the second most frequently sought subject for tutoring,
followed by foreign languages, and physics. Within foreign
languages, Arabic is the language in which the most tutoring is sought.
Table 4 shows the number of tutoring hours provided
to students for each quarter of year one. The number of
hours provided exceeded the number of hours a student
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Fall Quarter
Winter Quarter
Spring Quarter
Summer Quarter
15.30
34.00
68.20
7.50
Chemistry
42.70
176.70
78.80
n/a
Foreign
Languages
51.00
21.70
44.80
9.50
Arabic
40.30
16.60
38.30
n/a
Mandarin
10.70
5.10
6.50
n/a
Japanese
n/a
n/a
n/a
9.50
Math
212.60
250.10
114.50
93.10
Physics
28.30
45.10
9.70
n/a
349.90
527.60
316.00
110.10
Total
spent with a tutor in each quarter. Because there is a gap
between number of hours offered and number of tutoring
hours received, these results indicate the need for greater outreach effort to students so they are more aware of
tutoring services available.
In all four quarters, students reported satisfaction with
the tutors and with the Learning Center. Tutors were all
rated as either good or excellent on the items included
in the satisfaction survey, according to Learning Center
reports. All respondents indicated that they would use the
Learning Center again, and that they would recommend
the tutor they saw to other students.
Goal I Results in Comparison to Baseline Data
To assess any effects of grant funded tutoring on the Learning Center, comparisons were made between the academic
year prior to the grant (baseline, 2006-07) and the initial
grant year (2007-08). When compared to the baseline
year, the tutoring program provided additional hours for
students to work with tutors in all quarters except the fall
of 2007. During the fall 2007 quarter there were 151.5
fewer hours provided to students than the same quarter
of the prior year. This may be due to a variety of factors,
such as the initial setup of grant funding or the regular
fluctuation of the Learning Center’s budget. However in
the three other quarters of year one, the tutoring program
provided students with additional hours compared to
the same quarters the year prior. Table 5 adds further
evidence of the success of the tutoring program towards
accomplishing goal 1.
As can be seen in Table 5, the number of students
who used tutoring in the SMART fields increased in
each quarter of the initial grant year. There was also an
increase in the number of hours, from baseline to year
one, of students that received tutoring in three of the four
quarters of the initial grant year. However in the spring
of 2008 there was a decrease of 169.4 hours of tutoring
when compared to the baseline year. Initial inquiries
into this decrease indicate that it may be due insufficient
advertising of available tutoring to the student body or an
adjustment in the allocation of tutoring hours available
in each subject. Finally, there was an overall increase in
the number of total visits to the Learning Center when
comparing baseline to year one.
To assess the success of tutoring towards helping
students pass key courses, the number of students who
received tutoring and passed SMART field courses was
Table 4. Tutoring Hours Provided to Students: Year One
Hours
Provided
Fall Quarter
457.50
Winter Quarter
795.75
Spring Quarter
831.00
Summer Quarter
457.25
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YEAR ONE FINAL REPORT | December 1, 2008
Biology
CSUSB CoyoteCareers
Table 3. Hours of Provided SMART Field Tutoring Used
9
CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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10
Table 5. Comparison of Baseline to Year One in the Number of Students Tutored and Total
Hours Tutored in the SMART Fields
No. of Students Tutored
No. of Hours Tutored
No. of Visits
Baseline
Year One
Baseline
Year One
Baseline
Year One
Fall
Quarter
53
78
202.3
349.9
183
271
Winter
Quarter
66
90
310.3
527.6
242
346
Spring
Quarter
43
69
485.4
316.0
284
229
Summer
Quarter
5
19
21.0
110.1
13
56
Total
167
256
1019
1303.6
722
902
tracked (see Table 6). While tutoring in strategic languages was not offered during the ’06-’07 academic year, the
majority of students who received strategic language tutoring during the initial grant year passed their courses. The
percentage of students who received tutoring in biology,
chemistry, math, and physics, and passed their related
gatekeeper courses increased or stayed consistent with the
previous year. This indicates that tutoring in these fields
during the initial grant year may be associated with slightly improved pass rates. However these results should be
interpreted with caution given that this was first year of
grant funded tutoring, and a relatively small number of
students received tutoring.
Performance Measure 1.b. Activity coordinators
will distribute information about tutoring, mentoring,
and enrichment opportunities to Hispanic and
other low income students in gatekeeper courses,
ACE modules, and through electronic mediums.
A variety of activities have taken place to promote
CoyoteCareers services to students. Program coordinators
have arranged meetings with many SMART department
chairs and professors during which many opportunities
Table 6. Summary of Students Who Received Tutoring and their Gatekeeper Course Pass Rates
Arabic
Foreign
Languages
Mandarin
Biology
Math
Chemistry
Physics
Students Tutored
Passed Key
Courses
Did Not Pass
Key Courses
Baseline (Fall 06 – Spring 07)
0
0
0
Year One (Fall 07 – Spring 08)
18
16 (88.9%)
2 (22.2%)
Baseline (Fall 06 – Spring 07)
0
0
0
Year One (Fall 07 – Spring 08)
2
2 (100%)
0
Baseline (Fall 06 – Spring 07)
0
0
0
Year One (Fall 07 – Spring 08)
6
4 (66.7%)
2 (33.3%)
Baseline (Fall 06 – Spring 07)
1
0
1 (100%)
Year One (Fall 07 – Spring 08)
20
17 (85%)
3 (15%)
Baseline (Fall 06 – Spring 07)
91
64 (70.3%)
27 (29.7%)
Year One (Fall 07 – Spring 08)
87
55 (63.2%)
32 (36.8%)
Baseline (Fall 06 – Spring 07)
35
24 (68.6%)
11 (31.4%)
Year One (Fall 07 – Spring 08)
46
41 (89.1%)
5 (10.9%)
Baseline (Fall 06 – Spring 07)
25
21 (84%)
4 (16%)
Year One (Fall 07 – Spring 08)
21
17 (81%)
4 (19%)
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Goal I Summary
Overall the tutoring program at the Learning Center has
made progress towards meeting the objectives of goal 1 of
the CoyoteCareers program. Grant performance measure
1.a. was largely met. Moreover, during the majority of
quarters of the initial grant year the number of tutoring hours provided to students, the number of students
who received tutoring, and the number of hours students
received tutoring increased. These findings indicate that
the grant funding has made progress towards meeting
the stated goal. However during the fall 2007 quarter the
number of tutoring hours provided to students decreased
from the fall 2006 quarter, and during the spring 2008
quarter the number of hours students received tutoring
decrease from the same quarter the previous year. Indications are that these decreases may be due to insufficient
advertising of tutoring resources to SMART field students
or may suggest a need to adjust the allocation of tutoring hours among the SMART fields. Also, given the gap
between number of tutoring hours offered and number of
hours actually provided, it is apparent that the Learning
Center has additional capacity to serve students that is not
fully realized yet. While much advertising has been done
on the part of the Learning center and CoyoteCareers staff,
Goal II: Pilot and implement an experiential
Academic Career Education (ACE) support
program that is effective for Hispanic and
low-income students in SMART priority fields.
Employers expect new graduates to have acquired specific
“soft” skills, such as appropriate business etiquette, that
are essential for competing in the working world. However, many of these students may not appreciate that their
work environment will extend beyond the technical skills
they have acquired in their coursework. Lower income
and minority undergraduate students may acquire some
soft skills and begin to make connection between their
courses and the working world through contact with others
who would serve as mentors; particularly those who are
members of ethic minority groups, yet often are unaware
of how to reach out for such help (Wright & Wright, 1987).
The CoyoteCareers program is attempting to fill these gaps
in the education of lower income and minority students at
CSUSB through the development and implementation of
the ACE modules. The ACE program entails the development and implementation of ten career education training modules which will be presented by relevant alumni,
the creation of a series of videos based on these modules,
providing online access to these videos, and providing this
training and assistance to the lower income and minority
undergraduates at CSUSB.
Performance Measure 2.a. Design
10 ACE program modules.
All 10 ACE modules were developed. Most modules were
ready for administration by the end of the first program
year. Four modules have been administered to students.
Module 1 (It’s Who You Know”) was pilot tested with
alumni of the Physics Department and a group of approximately 32 students. Module 4 (“Internships”) was piloted
Table 7. Mean ACE Module Satisfaction Ratings and Comprehension Scores
Module
Mean Satisfaction Rating
(1=Very Unsatisfied to
5=Very Satisfied)
Mean Comprehension Score
Module 1
“It’s Who You Know”
N/A
N/A
Module 4
“Internships”
5.0
100
Module 5
“Writing a Résumé”
4.9
100
Module 9
“Etiquette”
4.5
94
..............................................................................................................................................................
YEAR ONE FINAL REPORT | December 1, 2008
Key Findings
data indicate that additional marketing may be needed to
ensure that SMART field students take advantage of the
available tutoring resources.
CSUSB CoyoteCareers
for students were discussed. Some SMART department
faculty members and administration have agreed to make
students aware of the program and its services via classroom announcements, flyers, emails, and attachments to
course syllabi. In addition, students attending summer
sessions 2008 were marketed to directly via flyers/posters
and in-class announcements. Students starting at CSUSB
in the fall 2008 quarter were made aware of the tutoring
services offered during the Student Orientation, Advising
and Registration program (SOAR) events held on June
25, July 21, July 26, August 11, August 13, August 21, and
September 23, 2008.
11
CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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12
with 2 faculty members and 4 students, and administered
again with 10 students. For a summary of the evaluation of module 4, see Appendix B. Module 5 (“Writing a
Résumé”) was pilot tested with 4 students. For a summary
of the evaluation of module 5, see Appendix C. Module
9 (“Etiquette”) was pilot tested in conjunction with the
CSUSB Career Center in May 2008. Approximately 18
students in the SMART fields attended. For a summary
of the evaluation of Module 9, see Appendix D. Overall,
results of the module evaluations indicate a high level
of satisfaction with each module, and that key learning
objectives are being attained (see Table 7).
Modules 2 (“Choices”), 3 (“The Million Dollar Question”),
6 (“Tools for Success”), 7 (“The Search”), 8 (“Interviewing”), and 10 (“Keys to Success”) have been developed and
are scheduled to run during the 2008 – 2009 academic
year. The self-report survey evaluations for Modules 1-10
have been completed.
broadcast over the campus radio station, Coyote Radio. A
PSA for the ACE program was created and placed on the
university phone system so that anyone calling the university who is placed on hold will hear information about the
program. Through SOAR (Student Orientation, Advising
and Registration) for Success, CoyoteCareers has been able
to market to 1,200 students. A photo shoot of students
participating in a CoyoteCareers sponsored event was
conducted in July 2008. The images from the photo shoot
will be used to create new program marketing materials
and to improve the program website.
The Career Information Coordinator has conducted
meetings with faculty members of the Computer Science,
Biology, Physics, Math and World Languages departments.
Forty-six of the 98 SMART field faculty members have
agreed do one of the following: integrate information
about the program into syllabi, advertise the program to
their classes, encourage their students to participate in the
ACE program, or announce the program on department/
course listservs. The Career Information Coordinator is
also planning ACE program events twice per year in order
to further market the program to students and faculty.
Performance Measure 2.b. Implement ACE program
with 100 students per year in SMART disciplines.
The ACE program has been implemented with 72
students in year one. Video production of ACE Module
1 has begun and we expect it to be uploaded to the
program website during the fall 2008 quarter. When posted on the website, students will be able to access the ACE
modules and participate in the program online 24 hours
a day. Once the online component of the ACE program
has been established the pace of SMART field students’
participation is expected to increase. Year one participation in ACE by low-income and/or Hispanic students can
be seen in Table 8.
Performance Measure 2.d. Create 10 career
information videos (over 5 years).
The video production of ACE Module 4 (“Internships”)
has been completed. Tom Lee, a computer science alumnus of CSUSB and software engineer for PerMedics
Inc, was filmed for this video in August 2008. Academic
Computing and Media has agreed to produce eight additional career information videos.
Performance Measure 2.e. Create program website.
Performance Measure 2.c. Distribute information
about the ACE program to 100% of SMART field
faculty, Hispanic, and other low income students.
A CSUSB student, under the supervision of university
Webmaster Michael Casadonte, has designed the CoyoteCareers website, which incorporates the online portions
of the ACE program. The program website was brought
online and is currently under continuous development
and improvement. The Service Learning and Career
Flyers advertising the ACE program have been distributed across the University, including SMART department
facilities and the career fair. A program advertisement was
Table 8. Summary of ACE Program Participation: Year One
Module
No. of Students
Date Offered
Module 1
“It’s Who You Know”
32
December 2007
Module 4
“Internship”
18
April & September 2008
Module 5
“Tools for Success”
4
September 2008
Module 9
“Etiquette Luncheon”
18
May 2008
Total
72
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Performance Measure 2.f. Create &
Maintain internship clearinghouse.
Key Findings
Goal II Summary
Results of the module evaluations indicate a high level of
satisfaction with each module, and that key learning objectives were attained. Both the qualitative and quantitative
feedback on the module has been good, however program
coordinators have identified areas for improvement of the
modules. Specifically, the scheduling and organization of
the modules may require adjustment in order to insure
the greatest number of alumni and student participation
while maintaining high levels of learning and satisfaction.
Student participation ACE modules did fall short of the
stated goal. Although, considering the time and effort
expended to design the module during the setup stages
of the program the level of participation was encouraging.
Given that all ten ACE modules will be ready for admin­
istration in year two and the ACE portion of the program
website will soon be available, it is expected that participation during the second year of the program will far
exceed the goal. Great strides have been made to inform
the university and community about the ACE program.
The first year of ACE module promotion is also expected to increase ACE module participation greatly. The
completion of the ACE module 4 (“Internships”) video,
the launching of the program website, and the initiation
and continuing expansion of Coyote Link are indications
of the program’s great progress towards making career
education and development as accessible and efficient as
possible for students.
Goal III. Enhance student retention and
career readiness by expanding alumni
and community partnerships.
Students who work more in school tend to be less likely
to persist to their degrees (Choy, 2000), and these work
responsibilities have a negative impact on social and
Performance Measure 3.a. Capture/compile
records with updated alumni contact
information with a 15% increase in the number
of complete and accurate records.
A plan for the alumni database to be updated by an outside
vendor was thwarted initially because a budget shortfall
did not allow for this effort to take place as originally
intended. However, a solution to address this was to hire a
different vendor to develop an alumni directory, through
which the process of updating alumni records would be
realized. The Office of Alumni Affairs at CSUSB maintains
a database of alumni contact and occupation information
which is updated on a continual basis. An opt-out notice
was sent to all addressable alumni in December 2007.
Alumni were asked to indicate if they wished to decline
participation in a third-party contractor’s updating of the
alumni database. The opt-out process was completed on
April 1, 2008. An external vendor, Harris Connect, was
hired in March 2008 to complete and expand the existing database through work developing an alumni directory. Harris Connect has guaranteed a minimum increase
of 50% in the total number of complete and addressable
alumni records through this process.
Records of the university’s nearly 63,000 alumni were
transferred to Harris Connect on May 19 to begin the
process of updating the records with contact information and career details. The Office of Alumni Affairs sent
emails during the summer inviting alumni to update their
..............................................................................................................................................................
YEAR ONE FINAL REPORT | December 1, 2008
Coyote Link is being utilized by the CoyoteCareers program
as a clearinghouse for state and national internships. This
system allowed students to register and then search and
apply for internships online. As of the end of the first
program year there were 1,605 students registered on
Coyote Link, and 30 internships were posted to the service.
The Service Learning Coordinator will upload internships
to the system on a continuous basis. A link to the Coyote
Link service has also been placed on the program website.
academic integration in college (Cabrera, Nora, & Castanada, 1992). However, lower income and Hispanic students
who do complete the gatekeeper courses within their
major and move through their program of study successfully may lack relevant professional and practical experience in their field of interest, which may prevent them
from landing a career initiating position after graduation.
This may be because many of these students work during
their time in college and their jobs are unrelated to their
field of study or done out of necessity, not for the purpose
of career building (Pascarella, et al., 2004). Associations
with professionals in a student’s field of study or a service
learning experience might provide highly valued connections, skills, and experience, while supplementing coursework with practical knowledge. Unfortunately, many lack
essential financial and social resources which might allow
them to forge professional connections and take advantage of service learning opportunities (Kezar, Rhoads,
2001; Markus, Howard, & King, 1993; Neopolitan, 1992).
The CoyoteCareers program seeks to ameliorate these deficiencies by providing lower income and minority students
at CSUSB with the resources and opportunities they need
begin to build a professional network and take advantage
of a service learning experience.
CSUSB CoyoteCareers
Coordinators will monitor the CoyoteCareers site. The
Webmaster will also track website traffic to assess usage,
and will report this data on a quarterly basis. The evaluation team is currently developing a survey to assess website
and online ACE module user satisfaction.
13
CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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14
information through Harris Connect. To date, 6,043
alumni have responded to the request. The current status
of the database follows in Table 9.
A challenge that the project has encountered in the
transition of the database to Harris Connect is accurately
counting alumni records. Harris Connect is using criteria that differ from those used by the Office of Alumni
Affairs. More accurate counts are expected when Harris
Connect returns the database to Alumni Affairs in early
2009, and staff can search the database.
Table 9. Alumni Records Status: Year One
Performance Measure 3.b. Identify a pool of 500
prospective alumni volunteers, from which 200
will be recruited annually to participate as career
resource contacts for career development programs.
Table 10. Recruited Alumni Volunteers by Field
One-hundred-forty-three alumni have been identified as
possible program participants. Of particular interest to
CoyoteCareers is the number of alumni who majored in a
SMART Field. Currently, 24 potential alumni volunteers
majored in a SMART field (see Table 10).
Volunteer opportunities that have been identified
include mentoring in person, via email or phone, participating in ACE modules, hosting an internship, participating
in the Hispanic alumni chapter, or serving as a prospective sponsor. These opportunities have been submitted to
the Advancement office for inclusion in the alumni database/tracking system. It is expected that the pool of 500
prospective alumni volunteers will be greatly enhanced by
the complete and expanded database to be provided by
Harris Connect in early 2009.
The status of Alumni giving was analyzed using data
provided by the University’s Office of Development.
Both the total dollar amount donated by alumni and the
number of individual alumni donating any amount were
tracked. Data from the academic year prior to the initiation of the grant through the first grant year reveals that
both the total dollars donated and the number of alumni
donating increased (see Table 11).
Performance Measure 3.c. Establish a
Hispanic professional networking group,
and grow by 50 alumni annually.
Twenty three individuals (19 alumni, 1 university friend,
and 3 current students) were invited to attend the first
Hispanic Alumni Group planning meeting. The planning meeting took place on August 7 and included eleven
participants. The major outcomes of the meeting were the
development of a shared understanding of the purpose
of the CSUSB Hispanic Alumni Chapter and to identify
goals for the Chapter. Two purposes were identified for
the Chapter: 1) student development and 2) networking
opportunities for alumni. Student development includes
helping students get to college, supporting students while
they are at CSUSB to increase the graduation rate, and
Record Type
Total Records
Complete Records
3,512
Addressable Alumni
52,767
Email-able Alumni
18,792
Opt-Outs
85
Number of potential
alumni volunteers
Biology
17
Chemistry
5
Math
1
Physics
2
Other fields
116
Table 11. Alumni Giving
Baseline
(Fall 06 –
Spring 07)
Year One
(Fall 07 –
Spring 08)
Dollars
donated
$406,839
$435,699
Alumni
donated
1,267
1,397
Table 12. Interns Satisfaction with Service Learning Experience
Item
Average Satisfaction
Rating (1 Very unsatisfied
– 5 Very satisfied)
Internship
workshop
4.3
Training by
internship site staff
4.2
Training by
CoyoteCareers staff
4.1
Site supervision
4.1
Role in
internship experience
4.1
Meaningfulness to
agency
4.4
Overall satisfaction
with experience
4.4
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A total of 40 service learning sites have been recruited
during the initial grant year. Recruitment efforts have
focused on the development of placement sites or biology,
especially those geared towards pre-med and pre-health
students, as well as government related agencies. Agencies
now affiliated with the program as service learning sites
include: the Air Quality Management Control District,
US Forest Service, San Bernardino High School, and
Lifestream Blood Bank. It is expected that the number of
service learning sites will continue to grow at a rapid rate,
as the program expands.
Performance Measure 3.e. Train 20 service
learning site supervisors per year.
The training for service learning sites and supervisors has
been developed. During the first year of the program,
a total of 18 service learning site supervisors have been
visited and trained. A measure of site supervisor’s assessment of interns and of their experience with the program
has been developed and was administered to the summer
Performance Measure 3.f. Inform 100 ACE students
per year of service learning internships and stipends.
As of August, 2008 seventy-two ACE participating students
have been informed of the service learning internship
opportunities. Marketing efforts include flyers and presentations informing students of the service learning internship opportunities. While seventy-two is short of the stated
goal, with the completion and administration of all 10 ACE
modules, and the launch of ACE modules on the program
website, the number of students participating in ACE is
expected to increase. Thus, the number of ACE students
who can be recruited for participation in the service learning opportunities will likely also increase.
Performance Measure 3.g. Select and place 30 service
learning stipend recipients per year (20 in year one).
During the initial grant year a stipend application was
developed and the process of verifying program eligibility was established. There were 5 internship participants placed for the spring 2008 quarter and 11 students
participated during the summer 2008 quarter, bringing
the total to 16 for the first project year. While the goal of
20 serving learning stipend recipients was not met, this is
largely due to hiring and other startup processes during
the two initial quarters of the project. It is expected that
the number of service learning stipend applicants will
continue to increase each quarter, such that the goal of
30 recipients per year should be exceeded.
A measure of the service learning intern’s experience has been developed and administered to the spring
and summer 2008 service learning interns. Overall
students reported satisfaction with internship training by
CoyoteCareers staff and with the internship experience
(see Table 12). A full summary of service learning intern
experiences can also be found in Appendix F (Spring
2009) and Appendix G (Summer 2009).
On average, participants also reported agreement
(Mean = 3.52; 1 = strongly disagree – 5 = strongly agree)
with items regarding how the internship strengthened
their learning experience and prepared them for their
future careers. This was also reflected in interviews and
a focus group with service learning interns. Statements
made by service learning interns include: “For me there’s
..............................................................................................................................................................
YEAR ONE FINAL REPORT | December 1, 2008
Performance Measure 3.d. Recruit 20 new
service learning sites per year in SMART
fields and strategic foreign languages.
service learning supervisors (see Appendix E). An interview conducted with one service learning site supervisor revealed that while more efficient communication
processes between supervisors and program administrators may need to be developed, the internship itself seems
to be a positive experience for both the site supervisor and
the agency they serve. This was illustrated by a site supervisor’s statements that she would participate in the internship program again and that “She [the intern] asked lots
of questions...she was helpful and wanted to learn a lot.”
CSUSB CoyoteCareers
providing students with the skills and knowledge they
need to be successful beyond graduation. Networking
opportunities for alumni are meant to increase professional advancement and provide professional support to
others in similar fields. The goals of the newly established
Hispanic Alumni chapter are to 1) increase membership, 2) become sustainable, and 3) build a scholarship
endowment. One strategy that was discussed in relation to
sustainability was that of charging alumni for events. The
cost would vary depending on the event. Non-members
of the CSUSB Alumni Association would be charged an
additional $30 to cover the cost of becoming an annual
member; members would pay a discounted rate; and
students would be free.
Another meeting was held on September 4 which
focused on the organizational structure of the Chapter.
It was decided that the board will consist of ten members,
with two student representatives. Members will serve twoyear terms with the option to serve consecutive terms. The
board chair will serve a two-year term, with the option to
sit on the board for a third year. Currently, the board is
composed of those who attended the first two meetings.
When seats become available, members may volunteer.
Nominations for board chair have been made, and selection of the chair will occur at the next meeting.
The next meeting of the Hispanic Alumni chapter will
focus on the development of a mission statement, and
upcoming events. Ideas for events include mixers, Hispanic new faculty/staff recognition in the fall/winter, or an
event linked to a sports game (i.e. a tailgate event).
15
CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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16
Table 13. Full Time Undergraduates
Academic
Year
Full Time
Undergrads
% of all
Undergrads
% of Total
Student Population
2006 - 2007
10808
83.6
65.6
2007 - 2008
11067
83.1
64.8
Table 14. Full Time Undergraduate Retention
Academic
Year
First time, full-time
students
Returned the
subsequent year
% Returned the
subsequent year
2006 - 2007
1776
1413
79.6
2007 - 2008
1656
1293
78.1
no other way I could learn this much in ten weeks…”, “I’m
finishing up a database class and they don’t even come close
to touching on what [the internship] taught me”, “…my
expectations were exceeded”, “Most valuable part was that I
had full access to their senior oracle VP and we worked side
by side for ten weeks”. Moreover, two CoyoteCareers service
learning interns have been offered full time positions at the
organizations they served once they have completed their
degree. Indications are that service learning interns are
very enthusiastic about the experience and seem to find it
relevant to their educational development and professional
preparation.
Key Findings
Goal III Summary
Harris Connect is expected to deliver a complete alumni
database to Alumni Affairs in early 2009. This database
is likely to dramatically increase the number of complete
alumni records such that the stated database goals will be
exceeded. While the alumni volunteer recruitment goal
was not met, the fact that 140 alumni were recruited despite
the lack of an expanded alumni database is a good indication of the progress of the alumni component of the
CoyoteCareers program. A Hispanic alumni group has been
established and all indications are that it has the potential
to become a vibrant organization on campus. The service
learning component of the program has made great strides
towards developing connections with the community to help
students acquire career relevant experience in an appropriate environment. While the service leaning site recruitment
goal was exceeded, the service learning site supervisor training lagged slightly behind the stated target. Again, taking
into account startup time for a program of this nature, it is
encouraging that 18 service learning site supervisors were
oriented to their roles in the service learning experience.
The 16 students who participated in the service learning
experience indicated in self-report surveys, interviews, and
focus groups that their experiences were productive and
valuable. Overall the alumni activities and service learning experiences seem to be valuable components of the
program, bridging the gap between current students and
the alumni and organizations that students might learn
from and form valuable career connections with.
Undergraduate Students’
Persistence to Degree
Persistence to degree among undergraduates at CSUSB
was tracked from baseline through the first year of the
program. The number of full-time degree seeking undergraduates at CSUSB increased slightly from baseline to
year one of the program (see Table 13).
The percentage of first time, full-time degree seeking
undergraduates decreased from baseline to the first
program year (see Table 14).
The percentage of undergraduate degrees awarded to
students who graduated within six years decreased slightly
from baseline to program year one (see Table 15).
The number of students who graduated in the SMART
disciplines was tracked. There was an increase in the
number of students graduating in Biology, Chemistry,
and Physics, while there was a decrease in the number of
students graduating in Math.
We will continue to track persistence to degree for
the group of target students for the project. For the first
year, it would be inappropriate to suggest any relationship
between grant activities and graduation rates.
..............................................................................................................................................................
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CSUSB CoyoteCareers
Table 15. Undergraduate Degrees Awarded
Academic
Year
Full Time
Undergrads
% of all
Undergrads
2006 - 2007
2595
25.7
2007 - 2008
2626
25.5
Academic
Year
Biology
Math
Chemistry
Physics
2006 - 2007
46
61
33
4
144
2007 - 2008
47
49
38
14
148
Project Next Steps: Aims for Year Two
CoyoteCareers has made great strides toward meeting the
three program goals and all of the performance objectives reviewed in this report. However in the second year
of the project further steps will need to be taken to meet
the goals and increased benchmarks for this ambitious
program. A summary of the next steps for the CoyoteCareers
program follows.
Goal I: The Learning Center will continue outreach activities to increase use, and will continue to allocate tutors per
subject based on data. More aggressive marketing efforts
will be established to advertise tutoring services to students
from the beginning of each semester. More specific coordination between CoyoteCareers and the Learning Center
will be emphasized.
Goal II: The full slate of 10 ACE program modules is scheduled to be administered during the second program year; a
process for monitoring and updating the program website
will be established. Additional instruments will be developed to assess the effectiveness of ACE modules. Also,
online knowledge and satisfaction surveys will be developed
for those ACE modules available through the website.
Goal III: The number of alumni contacts—complete,
addressable, lost, and opt-out—will continue to be tracked;
Kintera will develop an online alumni community through
January, 2009; The Hispanic Alumni group will continue
to be expanded and developed—a kickoff event is scheduled for January 2009.
Conclusions and Recommendations
The CoyoteCareers program at CSUSB has begun a major
effort to serve Hispanic and low income students in the
Total
SMART fields. An increase in tutoring hours has resulted
from additional funds available through the CoyoteCareers
program. All ten ACE modules have been developed
and will be videotaped to use as a resource for students
in the career center and on the CoyoteCareers website.
Although the program fell short of the goal of delivering ACE modules to 100 eligible students, a total of 68
students were involved. Current plans for ACE modules
for year two of the program will most likely allow this
goal to be easily met. The CoyoteCareers website has been
launched and will continue to be developed into a central
resource for students in terms of internship opportunities and other career development aims. Harris Connect
is currently in the process of updating and expanding
the alumni database. CoyoteCareers service learning staff
placed 16 interns during the initial grant year. The slower startup process likely hindered this program component; however the current pace of the service learning
program indicates that goals are likely to be exceeded
in the future. Given the complexity and diversity of the
overall program design, CoyoteCareerss has done well
to meet or exceed most of their stated goals. Moving
forward the evaluators will continue to track program
implementation in comparison to stated goals, in addition to noting any potential side effects from program
participation. Measurement instruments will continue
to be designed and revised for the program evaluation.
Marketing efforts will ramp up to notify all eligible
students of additional resources in terms of tutoring
assistance, ACE modules, service learning internship
opportunities, as well as additional support and mentoring through alumni.
..............................................................................................................................................................
YEAR ONE FINAL REPORT | December 1, 2008
Table 16. Students Graduating in SMART Disciplines
17
CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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18
References
Cabrera. A., Nora, A., & Castanada, M. (1992). The role of finances in the persistence process. Research in Higher Education,
33 (5), 571-593.
Chen, X. & Carroll, C.D. (2005). First-generation students in post-secondary education: A look at their college transcripts.
National Center for Education Statistics.
Choy, S.P. (2000). Low income students. NCES 2000-169. U.S. Department of Education. Washington, DC: U.S. Government
Printing Office.
Kane, M. A., Beals, C., Valeau, E. J., & Johnson, M. J. (2004). Fostering success among traditionally underrepresented
student groups: Hartnell College’s approach to implementation of the math, engineering and science achievement
(MESA) program.
Kezar, A. & Rhoads, R.A. (2001). The dynamic tensions of service learning in higher education: A philosophical perspective.
The Journal of Higher Education, 72(2), 148-171.
Kulik, C. C., Kulik, J. A., & Schwalb, B. J. (1983). College programs for high-risk and disadvantaged students: A metaanalysis of findings. Review of Educational Research, 53(3), 397-414.
Lam, P. C., Srivatsan, T., Doverspike, D., Vesalo, J., & Mawasha, P. R. (2005). A ten year assessment of the pre-engineering
program for under-represented, low-income and/or first generation college students at the University of Akron.
Journal of Stem Education and Innovations and Research, 6(3), 14-20.
Markus, G. B., Howard, J. P. F, & King, D. C. (1993). Integrating community service and classroom instruction enhances
learning: Results from an experiment. Educational Evaluation and Policy Analysis, 15, (4), 410- 419.
Oakes, J. (1990). Opportunities, Achievement, and Choice: Women and Minority in Science and Mathematics. Review of
Research in Education, 16, 153-222.
Neopolitan, J. (1992). The internship experience and clarification of career choice. Teaching Sociology, 20(3), 221-231.
Pascarella, E.T, Pierson, C. T., Wolniak, G.C, & Terenzini, P.C. (2004). First-generation college students: Additional
evidence on college experiences and outcomes. The Journal of Higher Education, 75(3), 249-284.
Wright, C.A., & Wright, S.D. (1987). The role of mentoring in the career development of young professionals.
Family Relations, 36(2), 204-208.
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Goal/
Activity
CoyoteCareers Staff/
Admin Tasks
Timeline
Status
Evaluator Tasks
Timeline
Evaluation
Status
Goal I: Expand limited institutional resources to help Hispanic and other low-income students complete SMART field curricula.
(Activity 1)
Performance
measure 1.a:
Provide 74
tutoring
hrs/wk.
Quarterly
Tutors hired for
upcoming quarter
Verify tutors hired
Quarterly
Complete
Tutoring program:
Provide 74 hrs tutoring/
wk in low-pass SMART
discipline &
strategic foreign
language courses.
Quarterly
50 hrs/wk
Spring 08.
Verify # of additional
tutoring hours offered
& used in SMART
curricula
Quarterly
Complete
Summer tutoring to be
provided: Math, Biology,
Japanese, Mandarin.
Summer 08
# Hrs 457.25 hrs
provided.
Verify # of hrs tutored
Summer 08
Complete
Distribute info about
tutoring services and
enrichment opportunities
to 100% of SMART
discipline Hispanic & lowincome students.
SMART
departments
Email, Marketing
by CC staff in
classes, Distribution
Continuous
of flyers for
summer sessions,
Advertising at
SOAR - All
complete.
Verify methods of
advertising.
Quarterly
Complete
(Activity 1)
Performance
measure 1.b:
Inform 100%
target students Tutoring Program: track
of tutoring
student use & satisfaction.
services.
Tutoring Program:
Deliver data to evaluator
via reporting worksheet
on a quarterly basis.
Quarterly
Quarterly
19
Student tracking
methods
standardized
Analyze levels of
satisfaction & use.
Quarterly
Complete
Spring 08 report
received
Analyze Use/
Satisfaction/
Marketing report
from Tutoring
Program.
Quarterly
Complete
Update tutoring data
reporting checklist.
Complete
Goal II: Pilot/implement an experiential Academic Career Education (ACE) support program that is effective for Hispanic and low-income students in SMART fields.
Design 10 ACE modules
(3 total before Fall 2009).
Ongoing
Activity 1)
Performance
measure 2.a:
Design 10 ACE
Modules.
All module
Very modules created
learning objectives according to grant
complete.
timeline.
Develop survey to
assess student skills/
knowledge &
satisfaction of ACE
modules.
Collect & send eval data
per Mod administration.
Ongoing
Mod evaluation
data sent.
YEAR ONE FINAL REPORT | December 1, 2008
Tutoring program:
Hire tutors.
CSUSB CoyoteCareers
Appendix A. Evaluation Activities
Create Mod summary.
Continuous
Complete
As Mods are Evals created:
developed 1, 4, 5, 7, 8, 9.
Continuous
Complete
..............................................................................................................................................................
CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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20
Goal/
Activity
CoyoteCareers Staff/
Admin Tasks
Timeline
Status
Evaluator Tasks
Timeline
Evaluation
Status
Goal II: Pilot/implement an experiential Academic Career Education (ACE) support program that is effective for Hispanic and low-income students in SMART fields. (continued)
Implement ACE program
Continuous
(Activity 1)
with 100 Target student/yr.
Performance
measure 2.b:
Implement Recruit & schedule Alumni Continuous
facilitators
ACE program
with 100 Target
Offer full slate of ACE
student/yr.
Winter 09
modules (10)
72 students involved
in ACE.
Verify # students
involved in ACE/yr.
Continuous
Complete
Ongoing
Verify Alumni
facilitation. Evaluate
alumni participation
As Mod are
administered
Complete
Development
ongoing
Verify full schedule of
modules is available
Winter 09
Pending
Verify marketing
efforts.
Quarterly
Complete
Ongoing
Verify ACE integration
into SMART depts.
Quarterly
Complete
1st video filmed
7/29/08.
Production
complete 10/1.
Verify 1 video created
in first year.
Continuous
Complete
Verify that key
learning objectives for
module are addressed As videos are
in video. Verify that
produced
videos are available on
webpage & available
in career center.
Pending
SMART
departments Email,
Marketing by CC
Distribute info about ACE
staff in classes,
program
to
100%
of
SMART
(Activity 1)
Continuous
Distribution
of
discipline
faculty,
Hispanic,
Performance
flyers for summer
& low-income students.
measure 2.c:
sessions,
Distribute ACE
Advertising
at
program info.
SOAR - All complete
Promote SMART
departments’ integration of Continuous
ACE modules.
(Activity 2)
Performance
measure 2.d:
Create 10
career
information
videos (1 in
first yr./10
over 5 yrs.)
(Activity 2)
Performance
measure 2.e:
Create
CoyoteCareers
website.
Create 10 career
information videos
(1 in first yr./10 over 5 yrs.)
Continuous
Webmaster (student under
the supervision of Mike
Casadonte): create &
expand page.
In progress
Website in
development.
Monitor page. Webmaster:
track # of hits to website.
Quarterly
Pending
Continuous
Coyote Link up &
adopted as
internship
clearinghouse.
Create & maintain
internship clearinghouse.
(Activity 2)
Performance
measure 2.f: Incorporate Clearinghouse
Create &
for state/national
maintain
internship opportunities in
internship
web page. Track # of
clearinghouse. internships listed & # of
people accessing
internships
Aug-08
Verify that ACE
webpage is up and
process in place for
continuous updates
Pending
Develop survey to
Upon launch
assess website user
of site.
satisfaction.
Verify incorporation
of clearinghouse info
Quarterly
& process in place for
continuous updates
Program
Track # of internships
administrators
listed & # accessing
trained, internships
them. (Date of first
uploaded
data collection?)
continuously.
Quarterly
Pending
Pending
Complete
Pending
..............................................................................................................................................................
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CoyoteCareers Staff/
Admin Tasks
Timeline
Status
Evaluator Tasks
Timeline
Evaluation
Status
Goal III: Enhance student retention and career readiness by expanding alumni and community partnerships
Increase alumni records by
15% annually (or 75% of
total records held). Provide
evaluators with updated #’s
at regular intervals
Verify 15 % increase
per yr.
Annually
Complete
Verify list of 500
116 identified as of
potential; Verify pool
8/4/08.
of 200 alumni.
Quarterly
Pending
Kintera to
administer online
community.
Development
begins Jul. 1st.
Verify online alumni
community
established &
development
progressing.
Quarterly
Pending
List of volunteer
opportunities
submitted to
advancement for
alumni tracking.
Verify tracking system
Quarterly
Pending
Summer 08
Introduction letter
being generated.
Assess Alumni
satisfaction with
ACE recruitment/
retention activities
(Develop alumni
association survey)
Quarterly
Pending
Continuous
Next event to be
held 9/4/08
Verify group
promotion
& expansion
Quarterly
Complete
Annually
40 SL sites recruited
Verify # of service
learning sites
recruited.
Quarterly
Complete
Annually
Report submitted
8/4/08
Evaluate intern-site
match.
Quarterly
Complete
Annually
Training module
developed. 18 SL
supervisors trained
Verify # of site
supervisors trained.
Evaluate supervisor
participation.
Quarterly
Completed:
Interview,
surveys.
Annually
Generate pool of 500
potential alumni volunteers, Continuous
select 200 to serve as career
resource contacts.
(Activity 1)
Performance Create and maintain online
Continuous
measure 3.b:
alumni community.
Generate pool
of 500
potential
Alumni Consultant, Alumni
alumni
Coord., & Advancement:
volunteers,
Continuous
select 200 to Track alumni volunteers/
mentors in database
serve as career
resource
contacts.
Volunteer retention
activities: Alumni
notification of
opportunity to participate
(track in database).
(Activity 1)
Performance
measure 3.c:
Establish
Hispanic
alumni group,
expand by
50/yr.
Establish Hispanic alumni
group, expand by 50/yr
(Activity 2)
Recruit 20 service learning
Performance
sites/yr.
measure 3.d:
Recruit
Provide report on
20 service
characteristics of internship
learning
sites.
sites/yr.
(Activity 2)
Performance
measure 3.e: Train 20 site supervisors/yr.
Train 20 site
supervisors/yr.
Harris Connect
developing
database.
4,098 complete
records as of 3/08.
7,334 as of
6/26/08.
YEAR ONE FINAL REPORT | December 1, 2008
(Activity 1)
Performance
measure 3.a:
Increase alumni
records by 15%
annually (or
75% of total
records held).
CSUSB CoyoteCareers
Goal/
Activity
21
..............................................................................................................................................................
CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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Goal/
Activity
CoyoteCareers Staff/
Admin Tasks
Timeline
Status
Evaluator Tasks
Timeline
Evaluation
Status
Goal III: Enhance student retention and career readiness by expanding alumni and community partnerships (continued)
(Activity 2)
Performance
measure 3.f:
Inform 100
ACE
participants/yr
of internships.
(Activity 2)
Performance
measure 3.g:
Place 30 SL
students/yr
(20 in yr 1).
Inform 100 ACE
participants/yr of
internships. Provide
evaluators description
of activities, including #
of ACE participants
informed.
Annually
Develop stipend procedures
& scoring rubric. Provide Summer 08
scoring rubric to evaluators.
Place 30 SL students/yr
(20 in yr 1).
Annually
72 participants
informed
Assess ACE
participant knowledge
of internships.
Annually
Pending
Rubric developed.
Assess appropriateness
of selection criteria.
Summer 08
Complete
Quarterly
Completed:
Interview,
focus group,
surveys.
Annually
Complete
16 (5 Spring 08;
Verify # of SL students
11 Summer 08)
placed/yr. Evaluate SL
students have
student satisfaction &
participated in SL
learning.
program
Assess student
retention
(goal = 100%)
22
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CSUSB CoyoteCareers
Appendix B. CoyoteCareers ACE
Module 4 “Internships”: Evaluation
Summary
Summary of results generated by
CoyoteCareers Staff designed
questionnaire:
regarding the quality of the presentation and importance of an internship (e.g., “The information presented
was valuable”, “Participating in an internship is important for my career development”).
• Participants also regarded all reasons for participating in a service learning internships as important (See
Figure 1).
• O verall participants (N = 3) reported strong agreement (mean = 5 on a scale of 1-5) with the 3 statements
Figure 1. Mean importance ratings of reasons for participating in an internship.
4
The $1000 Stipend
5
Gaining practical experience
4.5
Learning more about my major
23
4.4
Deciding on my career path
Building my resume
5
Networking with other professionals
5
0
1
2
3
4
5
Mean response (1= not important - 5 = very important)
Themes from open ended items:
• Participants commented on the organization and informative nature of the presentation. They also mentioned
the enthusiasm of the presenter and the excitement they
generated.
• Students learned about the CoyoteCareers program
through CSUSB website, Jamie Beck (CSUSB career
counselor), and a math club meeting.
• A ll 3 students indicated a willingness to recommend the
internships module other students.
• Participants reported no formal work experience relevant to their field of study and cited a lack of experience
as a reason for not being employed in such a capacity.
• Most students would consider an unpaid internship,
qualified by distance and available time.
YEAR ONE FINAL REPORT | December 1, 2008
This report summarizes the evaluation of Module 4 conducted
June 18th and 19th, 2008. Because two separate forms were used
to evaluate this module, two sets of results are presented.
Summary of results
generated by CoyoteCareers
Evaluator designed questionnaire:
• A ll participants (N = 5) reported strong agreement
(mean = 5 on a scale of 1-5) with the five statements
regarding the learning objectives of Module 4 (e.g., “I
know where to find more information about the service
learning stipend program”, “Participating in an internship is important for me career development”).
• Participants demonstrated good comprehension of the
material presented by answering all knowledge questions correctly (e.g., “Interns should be professional in
appearance, performance, and interaction”).
• However there was some variation among students in
their ratings of reasons for participating in a service
leaning internship (See Figure 2).
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CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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Figure 2. Mean importance ratings of reasons for participating in an internship.
3.8
Money/compensation
4.8
Gaining practical experience
4.4
Learning more about my major
4.2
Deciding on my career path
Building my resume
5
Networking with other professionals
5
0
1
2
3
4
5
Mean response (1= strongly disagree - 5 = strongly agree)
Open ended item:
Overall, students who attend Module 4 sessions liked the
• A mong the additional comments offered by participants
were “Very clear and easy to understand” and “I like the
visual presentation”.
sessions and appeared to understand the value of an internship experience as it relates to their career aspirations,
while they indicated resume-building and networking as
the most valuable aspects of an internship experience.
24
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CSUSB CoyoteCareers
Appendix C. CoyoteCareers ACE
Module 5 “Tools for Success”: Evaluation
Summary
•A ll participants correctly answered each of the 7 items
testing their knowledge of resume writing.
Summary of results generated by
CoyoteCareers designed questionnaire:
• On average participants gave a rating of 4.9 when asked
about the quality of the presenter, the information
presented and the overall presentation.
• A total of 7 students attended the presentation. The
content of the session focused on resume writing.
• Participants’ open-ended comments regarding the
presentation were as follows:
• Majority of the participants (N=5) learned about this
particular module from faculty and staff. One participant learned about the module from the university
website while the other participant learned about the
module from another presentation.
• O verall participants (N = 7) reported an average rating
a 4.18 on a 5-point scale with the 3 items regarding the
importance, the rules, and the confidence to write a well
written resume.
– “ Very good presentation”
– “I want a sample of a good resume”
– “Good, valuable information”
– “It was very helpful information. I wish there were
more students there today”
– “Great info”
• Each participant agreed that they would recommend
this module to other students.
• Participants also felt (Mean = 4) that they have the
career/academic experience to create a strong resume.
25
Mean ratings on resume writing skills.
Importance of well written resume
4.4
Rules and steps in creating a resume
4.4
3.7
Confidence in crafting a well written resume
4.0
Experience to create a well written resume
0
YEAR ONE FINAL REPORT | December 1, 2008
This report summarizes the evaluation of Module 5 conducted
August 5, 2008.
1
2
3
4
5
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CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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Appendix D. CoyoteCareers ACE
Module 9 “Etiquette”: Evaluation
Summary
This report summarizes the evaluation of Module 9 conducted
May 20, 2008.
Summary of results generated by
CoyoteCareers designed questionnaire:
• O verall participants (N = 117, 18 Hispanic/Low-income)
reported an overall average rating of an “A” on a 5-point
grading scale from A+ to F regarding the overall
Etiquette Luncheon event.
• On average participants agreed with the 3 items (Mean =
4.4; 1 = strongly disagree – 5 = strongly agree) regarding
how to interact in a professional manner with a potential employer (e.g. “I learned new information that will
help me interact in a professional manner.”).
• A lso, on average participants agreed with the 3 items
(Mean = 4.5; 1 = strongly disagree – 5 = strongly agree)
regarding how to dress professionally for an interview
(e.g. “I understand why it is important to dress professionally for interviews.”).
Figure 1. Mean ratings for the ability to dress and interact appropriately with potential employers.
4.7
New information learned
4.5
Confidence in ability to interact
26
3.9
Information received from employer at table
4.8
Importance of why to dress professionally
4.7
How to dress professionally
4.1
Having the clothes or money to dress
0
1
2
3
4
5
• Participants, on average, answered correctly 94% of the
time on true or false questions regarding table etiquette
(See Figure 2).
Figure 2. Percentage of correct responses on dining etiquette.
86%
Always pass condiments to left
Conversation can include politics
and religion
98%
99%
Always dip spoon away from you
94%
It’s best to dress conservatively
0
20%
40%
60%
80%
100%
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ..
• Students commented on the thoroughness of the information that was presented (i.e., table etiquette, professional dress, conversation, business cards, etc.)
• Many students commented on the creativity of the
presentation through a fashion show and luncheon
• Students were able to leave with knowledge regarding
all aspects of interviewing and dining out in a professional setting (e.g., “Being taught exactly how to eat and
dress…You covered it all”).
Overall, students who attended module 9 enjoyed the
luncheon event and indicate an understanding of professional dress and behavior, and understand their importance for interactions with potential employers.
YEAR ONE FINAL REPORT | December 1, 2008
• Participants appreciated the hands on experience of the
presentation (e.g., “The interactive lectures” and “The
best part was having hands on experience.”).
(e.g. “The fashion show was very helpful and the etiquette
could have applied immediately.” and “The best part
were the PowerPoint slides that went hand in hand with
the food that they brought out.”).
CSUSB CoyoteCareers
Themes from open ended
items when asked what the
best part of this event was:
27
CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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Appendix E. Site Supervision Evaluation
CoyoteCareers Service Learning Internship
Site Supervisor Evaluations
Southern California Air Quality Management District,
the Center for International Trade Development.
Summary of results generated by
CoyoteCareers designed questionnaire:
• The seven summer service learning interns conducted
their service in various organizations including the
Blood Bank of San Bernardino and Riverside County, the
• On average students completed 115 hours of service.
• Site Supervisors rated interns’ professionalism highly.
(see Figure 1).
Figure 1. Mean ratings of interns’ professionalism, provided by site supervisors.
Fullfilment of internship
4.7
Professional conduct
4.7
4.6
Attendance and punctuality
0
1
2
3
4
5
28
• Site Supervisors ratings of interns performance indicates
that they were proficient in their roles (see Figure 2).
Figure 2. Mean ratings of interns’ work performance, provided by site supervisors.
Performance of service activities
4.7
Commitment to completing tasks
4.7
Adaptability to change
4.7
0
1
• W hen asked about the interns’ understanding of the
organization, core concepts, and the benefit they provided the organization, Site Supervisors reported an average rating of 4.6. (see Figure 3).
2
3
4
5
When assessing Communication and Interaction with
CoyoteCareers staff, benefit of working with the program,
and overall experience, Site Supervisors reported and
average rating of M = 4.94 (on a 5 point scale).
• Site Supervisors gave very positive feedback regarding their relationship with the CoyoteCareers program.
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4.7
Respect for confidentiality
4.4
Understanding organizations role
4.7
Enthusiasm for service activities
4.6
Benefit of service provided to agency
4.6
0
1
Themes from open ended items:
• Site Supervisors provided very positive comments when
prompted for general feedback regarding their interns.
A sample of their responses follows:
“…took it upon himself to actively seek out additional
opportunities to fulfill his hours while also providing a
great service to our organization.”
“…was able to understand a complex custom built database and perform important tasks in a very short time.
I believe she can do almost anything she is shown given
the right tools and instructions.”
2
3
4
5
“… was an excellent resource for helping to promote
our internship program and is continuing to serve as a
volunteer.”
• W hen asked for additional feedback regarding their CoyoteCareers experience, some of the site supervisors
responses were as follows:
“We look forward to a strong & continued partnership.”
“We would like to continue to build upon our relationship with CoyoteCareers and the Blood Bank.”
..............................................................................................................................................................
YEAR ONE FINAL REPORT | December 1, 2008
Knowledge of core concepts
CSUSB CoyoteCareers
Figure 3. Mean ratings of interns’ role within the organization, provided by site supervisors.
29
CSUSB CoyoteCareers
YEAR ONE FINAL REPORT | December 1, 2008
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30
Appendix F. CoyoteCareers Spring 2008
Service Learning Internships:
Evaluation Summary
This report summarizes the evaluation of the Spring 2008 Service
Learning Interns.
Summary of results generated by
CoyoteCareers designed questionnaire:
Five Service Learning Interns completed the Service
Learning Internship Survey. The mean age for
participants was 27.8. Two participants were in their
junior year, 2 in their senior year and one was a graduate
student. Two participants classified themselves as Latino/
Hispanic, 2 were White/Caucasian and one Asian. Three
of the students were referred to the program while the
other two learned of the program from a presentation.
On average students completed 111.9 hours during
their placements. Overall, the five spring service
learning interns completed a total of 559.5 hours of
service. Students were placed at the following service
learning sites:
• US Forest Service
• Information & Decision Science Infosec Lab – CSUSB
• CSUSB Computer Science Club Student Competition
• CSUSB - Jack Brown Hall Computer Lab
• San Bernardino County - Department of Aging & Adult
Services
Participants described their service learning roles/responsibilities as follows:
• Responsible for designing and implementing a virtual
desktop infrastructure whereby students can access
virtual images remotely to supplement their learning
experience
• Shadow wildlife biologist in surveying sites of interest
• Served as the Infosec Lab attendant, making sure lab
equipment was available for student use, and implemented Vmware Desktop Infrastructure for possible
campus useGaming Competition website development
and maintenance for student registration.
• Copy files, rename, drag and drop files
On average participants reported satisfaction (Mean =
3.12; 1 = very dissatisfied – 5 = very satisfied) with orientation and training by the CoyoteCareers staff and service
learning site staff (see Table 1).
Table 1. Mean ratings for Training and Orientation.
3.67
Info presented in internship workshop (N=2)
3
Training by internship site staff (N=3)
2.5
Training by CoyotteCareers staff
0
Students reported being satisfied (Mean = 3.52; Items
1-3: 1 = very dissatisfied – 5 = very satisfied; Items 3-5: 1 =
strongly disagree – 5 = strongly agree) with their internship
1
2
3
4
5
experience, and its relevance and importance to their
future career (see Table 2).
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CSUSB CoyoteCareers
Table 2. Mean score on satisfaction, relevance and importance of internship experience.
3.4
Site supervision
3.8
Relevance of tasks to future career
Role in the internship experience
3.2
3.4
I would recommend this site
3.6
Overall, I’m satisfied with my experience
0
1
On average, participants reported agreement (Mean =
3.52; 1 = strongly disagree – 5 = strongly agree) on the
5-items regarding how the internship strengthened their
2
3
4
5
learning experience and prepared them for their future
careers (see Table 3).
Table 3. Mean score on the ability of internship to strengthen learning experience and future career goals.
Internship has helped me understand course
3.4
My courses prepared me for internship
3.6
31
3.4
Ability to apply concepts learned to internship
Strengthened my overall learning experience
3.6
I have a better idea of my career goals
3.6
0
1
2
3
4
5
Themes from open ended items:
• Better communication throughout the program
When asked what was valuable about the Service Learning
Internship experience, (N = 4) students responded:
• Better training is required as well as more cooperation
from the school
• It was good work for the community
• I learned how to deal with the bureaucracy of a state
institution
• Having the opportunity to see first hand what a job
consists of prior to graduation
• Stipend was the incentive to start the internship, as well
as assisting fellow students
When asked what could be done to improve the Service
Learning Stipend Program, (N = 5) students responded:
YEAR ONE FINAL REPORT | December 1, 2008
3.8
Meaningfulness to the agency
• Having more information posted on campus (flyers)
• Market the program to a greater student audience and
ensure internship placement sites
Overall, interns reported satisfaction with the service
learning experience. In addition they seemed to view the
experience as relevant to their studies and future career.
Students also indicated a need for more synergy between
the CoyoteCareers program, the internship site, the university, and the interns.
• Verify what is required of volunteers, i.e. fingerprints,
insurance
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