Modern Blanket Toss: Findings and Observations

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FORWARD Findings and Analysis THE FIRST HALF OF THIS BOOK FOCUSES ON THE EVALUATION FINDINGS FROM EACH YEAR. THE SECOND NOTES THE OBSERVATIONS AND ANALYSIS FROM THE PRINCIPAL INVESTIGATOR, DR. JOHN MONAHAN AS WELL AS THE CURRICULUM COORDINATOR, ADAM LOW. Through the leadership classes I have learned that empathy is definitely a big thing […] you need to listen to what […] people are saying and then decide on an end result by compensating with everybody in a way. And a lot of the time most people don’t realize that when being a leader you have to listen to the other people. You can’t just make a decision. And what UAV flying is about is you have to have a team. You have to have a team to fly the UAVs, because there is copilot, pilot, payload operator, spotter. There are so many different roles that not just one person can do it all. You have to be able to work as a team, and in order for that you need to develop leadership skills. - MBT Student PROJECT EVALUATION PLAN Project evaluation was undertaken by Angela Larson, owner and principal consultant for the Goldstream Group in Fairbanks, Alaska. Larson has been evaluating educational programs since 1999 and specializes in K-12 science programs, and has also developed educational projects for the Fairbanks School District and headed the planning and development department of the Fairbanks Native Association. Larson’s evaluation was based on a logic model developed within the first month of the award, and includes both formative and summative components using a mixed-methods design to monitor measurable outcomes through both quantitative and qualitative approaches. Evaluation will focus on providing feedback about the project’s development, implementation, and outcomes to the project staff and stakeholders to aid in decision-making. i
FINDINGS AND ANALYSIS The evaluation addresses three primary questions: 1) How does participation in Modern Blanket Toss activities impact students’ likelihood to pursue STEM careers? 2) How does participation in the Modern Blanket Toss project impact students’ academic performance? 3) What factors contributed to or hindered the achievement of these two short-term outcomes? The evaluation uses quasi-experimental design to address questions 1 and 2: students from the four Upward Bound communities participating in the project will serve as the test group, and students from the remaining six Upward Bound communities will serve as a control group. The evaluation will adopt a descriptive design to answer question 3. To assess students’ satisfaction with and engagement in project activities, each year the evaluation used 1) a pre- and post- interview with students who attended the summer component, and 2) a pre- and post- survey with all participating students. Larson conducted surveys of Upward Bound site coordinators at the beginning of the project, after the summer component, and at the end of each school year in order to assess their preparation and knowledge of STEM content. In the formative stages, evaluation data was used to inform project development and measure factors that may contribute to or hinder the achievement of short-term outcomes. Formative evaluation data will be analyzed using parametric and nonparametric statistics (e.g., t-tests, chisquares, analysis of variance [ANOVA]) to measure changes in understanding and to correlate observed changes with factors - satisfaction, engagement, prior knowledge and interest, local coordinator preparation - that may have influenced changes in learning, interest and self-confidence. Qualitative data was analyzed using content analysis. These results were used to improve the program materials and activities. Results that indicate changes in the key indicators of likelihood to pursue a STEM career, and changes in key academic indicators, will be used for both formative and summative purposes. Students completed surveys before and after the summer component as well as in the fall and spring of each school year, while academic data (see below) was collected each spring. Results from program participants will be compared to the control group annually to inform project development, and was compared longitudinally over the three-year project period to provide summative evaluation results. Reports were provided to program staff after major project activities, annually, and at the end of the three-year project. Formal presentations of ii
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Page 5 and 6: CHAPTER 1 Findings Welcome to the f
Page 7 and 8: 2014 FINDINGS EXECUTIVE SUMMARY The
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2016 FINDINGS The Modern Blanket To
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CHAPTER 2 Observations This chapter
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CHALLENGES AND LESSONS LEARNED Teac
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Modern Blanket Toss: Findings and Observations

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