Are We Being Effective? Measuring the Long Term Impact of a Minority Bridging Program Using Short Term Tools.

Theoretically and anecdotally, bridging programs that facilitate the transition from high school to college should increase the recruitment and retention of students into universities. Ideally, this type of program is deemed `effective' if the program results in an increased number of the target population actually receiving a college degree. Thus, unless short term indicators of success can be identified and measured, the program cannot be evaluated until a sufficient number of years have passed. The Rural Alaska Honors Institute (RAHI) is a bridging program aimed at preparing rural Alaska Native high school juniors and seniors for college. A geoscience course was recently added to the program in an effort to recruit Alaska Native students into geoscience careers. Anecdotal data suggests that the RAHI program is effective at improving Alaska Native graduation rates from university; however measuring the effectiveness of the geoscience elective at recruiting geoscience majors required a complex evaluation procedure. This included: 1. Identification of key factors that lead to increased likelihood of high school students continuing in a geosciences career pipeline (e.g., knowledge of geology as a science and as a career option); 2. Identification of a `control' group within the RAHI student body against which success could be measured (e.g., RAHI students that did not take the geoscience option); 3. Development of pre-course and post-course evaluation tools (i.e., surveys) that focused on changes in the key factors identified in step 1; 4. Cognitive testing of the surveys in order to ensure the target population (i.e., rural Alaska Native high school students) comprehended the intent of each survey question; 5. Revision of the surveys based on the cognitive testing; 6. Administration of the survey to all RAHI students; 7. Evaluation and interpretation of the survey results. Cognitive testing (step 4) was key in developing a meaningful survey instrument. Rural Alaska Native students frequently misinterpreted the original survey questions. After revision, the surveys were administered to the entire RAHI cohort. By comparing the responses of the RAHI geoscience students with rest of the RAHI student body, the effect of the geoscience class on students' attitudes towards and knowledge of geoscience and geoscience careers could be confidently measured, providing a short-term measure of the course's effectiveness.