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Student Bridges Logical Model
A Program Evaluation of the Student Bridges Organization
By
Lawrence Stevenson
Student Bridges Logical Model
Student Bridges is an all student run collective aimed at increasing college access,
awareness, and success amongst underrepresented students on and off the University of
Massachusetts campus. The organization is composed of four main pillars; each fulfilling the
mission of the agency through different, yet intertwining facets. The first, Community Outreach
and College Awareness team (COCA) host a series of culturally appropriate campus tours for
underrepresented students from across New England. The COCA team, also, works in
conjunction with community partners to host events aimed at increasing college awareness and
help students develop passions and talents that will carry them to higher education. The second
pillar, University Retention, serve as a support to UMass’s underrepresented student community
in their academic pursuits; organizing a mentorship program which pairs underclassmen with
upperclassmen, and facilitating various professional/academic workshops. Another component of
the Student Bridges agency is the Service Learning class and cooperating sites. The Service
Learning class trains a diverse group of college students to be tutor/mentors in three different
sites throughout Springfield and Holyoke. The class serves to prepare tutor/mentors to join the
organization as well as educate them on the various systems of oppression acting against
underrepresented students and communities. Also, working for and at the college level is the
Policy Advocacy team whom organize grass roots campaigns to ensure that underrepresented
students are accounted for and represented at the institutional level. Currently, the Policy
Advocacy team is conducting a diversity campaign and works closely with Chancellor
Subbaswamy to increase the number of underrepresented students enrolled at the University of
Massachusetts Amherst. Student Bridges is a unique and essential program for the UMass
campus. Each component of the organization works through a social justice mindset, always
Student Bridges Logical Model
aware that the goal is to make UMass a more multicultural and progressive campus by providing
educational resources to underrepresented students.
Student Bridges originally began as a grass roots organizing entity. In 2006 the Race and
Economic Task of the Student Center for Educational Research and Advocacy (SERCA) drafted
a proposal to pilot the Student Bridges Program in response to the difficulty that
underrepresented students faced in trying to gain admittance to UMass and feeling supported as
black and brown bodies on a predominantly white campus. The organization was crafted by a
close group of like-minded social justice and educational accessibility advocates. At the time, its
main focus was political activism on campus and facilitate a tutor/mentor program; an agenda
used to gain funding for the program.
Student Bridges is now and has always been funded through an UMass SGA diversity
grant. In the past, the organization has also been gained funding through additional State grants.
The commissionary authority is the UMass chancellor’s office. Other stakeholders include the
Springfield and Holyoke Communities, community partners, tutor/mentees, tutor/mentors,
UMass underrepresented student population, and the broader UMass Community.
The organization has largely expanded since it’s 2006 birth. However the expansion has
pulled the organization in many impeding directions, and caused confusion about where the
organization is and where it is going. In recent years Student Bridges has shifted from a
predominantly direct action to a predominantly community service organization. However, the
organization is seeking to rebalance; and facilitate a resurgence of its activist roots. Thus, it
essential that the organization take an in-depth look into how they are currently organizing, how
they have organized in the past, and how they are planning to organize in the future. As such,
hense forth, I will present the logic model: observing the “if-then” rationalizations about the
Student Bridges Logical Model
organization and capacies for organizing; conduct a stakeholder anaylsis; justify my evaluation
questions, and measures; explain my findings; and offer my my intergreptation on the success
Student Bridges experienced organzing this past year, and finally make suggestions for the future
of the organization.
Student Bridges Logical Model
Inputs Outputs Outcomes -- ImpactActivities Outputs Short Medium Long
4 University Supporting Organizations
24 SB Staff Members Volunteers 8 University
Mentee/Mentor pairs 25 tutor-mentors 3 Community Partner
Sites $137,310.00 SGA
Budget College Credits On-campus Office 2 transportation vans Technology Time
Community Outreach and College Awareness (COCA) Hip Hop Revolution Hip Hop Arts Springfield and
Holyoke Bound Campus tours
University Retention for underrepresented students Facilitate academic/
professional development workshops
CEO mentor program
Policy Advocacy Organize advocacy
campaigns
College Preparatory Academic Tutor-Mentoring Host Service
Learning course Tutor-mentors work
with community partner sites
Communities come to workshops and engage with SB and UMass
Educators learn skills to better serve Communities
Underrepresented students receive more culturally appropriate tours
underrepresented students receive skills and support necessary for success
Host rallies for improved policies
Polices are negotiated
students become trained tutor-mentors, and learn about social justice issues
mentees get trained tutor-mentors
Communities learn to better support students’ academic success
Educators are able to better support communities
Underrepresented students feel they have relevant info about college
Students who participate in retention initiatives graduate
UMass administrators improve policies
Tutor-mentors become more culturally conscious
mentees improve grades and feel supported
Communities are actively supporting students in pursuit of higher education
UMass retention rates of underrepresented students improve
UMass acceptance rates of underrepresented students improve
Underrepresent students feel comfortable in this space
Mentees feel prepared for college
TMs contribute to SB mission ideally apply
Improve college awareness, access, and success for underrepresented students in Springfield, Holyoke and UMass communities
Very diverse and inclusive UMass community
Assumptions External FactorsUnderrepresent students need advocating; underrepresent students can make a difference at the institutional level; staff have necessary skills to reach goals; campus and community will buy-in to mission.
The organization has to consider is that it is a solely student run organization.Amount of underrepresented students are applying to come to UMass.
Student Bridges Logical Model
Logic Model Explained
The chart above is a logic model explaining the program theory behind Student Bridges;
justifying the process in which the organization brings about change and accomplishes its
mission. It includes inputs: the resources that drive the organization, activities and programs the
organization facilitates, outputs of those actives, and intended outcomes and impacts those
activities have on the communities the organization engages with. As it pertains to this particular
evaluation I will briefly explain the logic model in the context of how the agency organizes
grassroots campaigns.
One of the primary goals of the organization is to ensure UMass is culturally diverse, and
inclusive, and becomes safe space for underrepresented students. We do this through organizing
efforts in two pillars: College Preparatory Tutor Mentoring (Service-learning course) and Policy
Advocacy. Inputs for the service learning course include an instructor, a teaching assistant, 25
students, budget, course credit for the CESL department, and of course time. This allows to host
a service learning course in which we educate students on social justice issues and grassroots
organizing pedagogy. The main output here is that students learn this information. The goal is
that they take this knowledge and use it to assist Student Bridges in its mission, become leaders
in organizing efforts at UMass, and thinking broader use this knowledge to create change in the
world. The Policy Advocacy team however is the backbone of social and political change at
UMass. Inputs that help facilitate this change include: two policy advocacy coordinators,
assistance from volunteers and coalitions, others who participate in campaigns, budget, and
hours of industry planning and strategizing. These resources go into organizing campaigns,
taking direct actions, mobilizing community, and sitting on boards with administration in which
policy is negotiated. The intended outcomes of these activities include policy change at the
Student Bridges Logical Model
university level that better support underrepresented students, and an UMass community that is
active and empowered.
There are some basic assumptions and external factors to be considered in the discussion
of Student Bridges processes. For instance a relivent assumption is that even if the organization
host these events and rallies that the necessary parties will participate, and even if they
participate there is the assumption that students have the power to pressure the organization to
change policy. An extermal factor to consider in evaluating the success of the organization is that
the organization is soley student run. This means that all the jobs that are typically held by
professionals are held my undergraduates. This means they may not have all the necessary skills
needed to always do the job effectively.
In the activities section, the pillars that outline the primary processes of organization are
presented in bold lettering, and under those pillars are specific activities and events that the
program organizes. Essentially, College Preparatory Academic Tutor-Mentoring is a course that
the organization facilitates for college credit. Tutor-mentors (students in the class) are trained to
be effective tutor mentors as well as taught social justice theory and struggles underrepresented
(ALANA, first generation) that students face. Two days a week they go to their sites and tutor-
mentor underrepresented middle or high school students. An assumption here is that tutor-
mentors will actually receive the skills they need to reach the students, and students actually have
ambitions toward academic success. A similar assumption of the organization is that the
communities (families) and those working in these communities (teachers, volunteers, UMass)
actually want to be bridged via our COCA programs. A key external factor that the organization
has to consider is that it is a solely student run organization. This can serve as a challenge
because University administrators, parents, students, even community partners may not always
Student Bridges Logical Model
find the program credible because the students are not licensed professionals. However, the most
significant weakness for the organization is that because the organization does so much, and
there are so many different jobs - there becomes a disconnect between the different pillars.
Moreover, disconnect can lead the pillars to stray away from the mission and original vision.
Stakeholder Analysis
University of Massachusetts Institution- One of Student Bridges’ primary stakeholders is the
University of Massachusetts as an institution and administration. Specific groups in this domain
include the following: Center for Student Development, Student Government Association,
University’s Provost Office, Center for Multicultural Advancement and Student Success and
their cultural centers, The UMASS Admissions office, and Center for Educational Policy and
Advocacy. Of principal importance, Student Bridges is funded by these entities. In turn, Student
Bridges assists the University in fulfilling many of its essential missions. For instance, the
UMass administration has responsibility to produce the next generation of educated professionals
whom will advance society. Additionally, UMass is a land-grant university, meaning— the
institution has a specific duty to serve the surrounding communities of the pioneer valley.
Student Bridges organization deliver positive educational outcomes for UMass students and
stimulate an environment of diversity and inclusion on campus. Student Bridges also serve as a
representative for UMass, providing services to local underrepresented communities; ultimately
fulfilling the University land grant duties. For this reason administration express support for the
organization year after year. The criteria for which the University would evaluate the
organization would be if they are providing all the services they have committed to.
Student Bridges Logical Model
Mentees/ Springfield & Holyoke Communities- The students and communities Student
Bridges work with are important because they are local, struggling, and have potential for much
improvement. These students are special and passionate about getting to college and making
better lives for themselves and their families. Student Bridges works collaboratively with these
communities to exchange resources, ideas, and skills so members of these communities can
experience support, education and academic success and in turn, the University can gain more
culturally conscious people. Members of these communities are supports of the organization.
Questions the communities may ask in evaluate success may include: ‘is the organization
providing support?’, ‘is the organization communicating its ideas in and understandable and
effective way?’ ‘Are students experiencing improvement in the classroom and expanding their
overall college mindedness?’
Students in Service-learning Class- Tutor-mentors are essential to the organization because
they work directly with Springfield and Holyoke students as well as their communities; they are
the organization’s engine for change and improvement. Tutor-mentors are also important
because they spread a social justice mindset around campus and the other communities they
belong to. The Student Bridge Organization affects these students by providing them with a
course that combines the theory and practice of advocacy, community outreach, social justice,
oppression, sociology and participatory action research. They learn these theories and are taught
to apply them to their lives and the communities they serve. Tutor-mentors often express great
appreciate for the experience. They would evaluate success of the organization via the depth of
Student Bridges Logical Model
knowledge they gained, the impact they have had on their mentees, as well as the grade and
course credit they earned in the class.
Community Partners- Community partners are the organizations around the Pioneer Valley that
Student Bridges collaborates with. Community partners include – Peck Full Service Community
School (especially the Peck Access college preparation team) (Holyoke, MA), STEP/CHOICES
after-school programs (Holyoke, MA), Connections after-school program (Holyoke, MA), New
North Citizens Council (Springfield, MA), Gear Up (various locations across the state including
Springfield, Holyoke, Northfield Mount Herman, and Lawrence), Upward Bound (various
locations across the state including Springfield, Holyoke, and Boston), The Springfield
Renaissance School (Springfield, MA), Putnam High School, Commerce High School
(Springfield, MA), The Talmadge School (Springfield, MA), UAspire (Springfield, MA), Adult
Basic Education (Greenfield and Holyoke), Community Action Youth Program (Greenfield,
MA), MACC AmeriCorps VISTA, and the Five College Community Based Learning Committee
(including the Service/Community based Learning offices on Hampshire College, Smith College,
Amherst College, and Mt. Holyoke College campuses). These are the programs we send our
tutor-mentors into every week to provide service, or assist the organization in the facilitation of
events. We also work with community partners to educate educators from outside the community
on the culturally revel vent knowledge needed to provide a quality impact. All community
partners are in support if the organization. They would evaluate impact based on if the service
we provided improved their program, how well we were able to work with their program staff,
how well tutor/mentors worked with students, and other agreed upon outcomes.
Student Bridges Logical Model
UMass Students and Underrepresented Student body- UMass students, especially
underrepresented students (low income, first generation, students of color) are also stakeholders.
Student Bridges has a goal to advocate for increased educational access and attainment for
students underrepresented in higher education and on the University of Massachusetts Amherst
campus. Student Bridges mainly does this through the CEO mentor program, and
professional/academic development workshops. Additionally, we provide service by spreading
ideas of social justice, equality and inclusion around campus. Student tuition dollars also help
fund the organization. While underrepresented students, and the majority of the campus body
support the organization, there are conservative student groups who do not. Student stakeholders
would evaluate success in-terms of the frequency and quality of on-campus programs, and efforts
to encourage a more inclusive campus environment for everyone.
Student Bridges Staff- Student Bridges in run by a staff of 22 fulltime UMass students. Without
the time and effort these students dedicate to the organization weekly, it could not operate.
Student Bridges staff are affected by the organization because it provides them with a sphere in
which they can develop their skills, a team in which they can call their family, and always
essential: a pay check. Student Bridge staff members support the organization, and continue to
support the organization even after they graduate. Their evaluation criteria would primarily
include; are people attending their programs, and are programs positively impacting the
communities they serve.
Important Evaluation Questions:
Is Student Bridges facilitating the activities and events they have annually committed to?
How many people are attending the events?
Student Bridges Logical Model
Are all stakeholders who attend events experiencing expected learning outcomes?
Are students feeling supported, experiencing academic success, and obtaining college positive
information?
Student Bridges Process, Output, and Outcome/Impact Evaluation Design
Process Evaluation:
1. Activity: Teach tutor-mentors; send tutor mentors to community partner site
Measurement Indicator: Tutor-Mentor Class attendance, Tutor-mentor site attendance per
semester
Source: Student Bridges class records; site records
Panel Design
No Control
Repeated Treatment design -observations at the end of each week.
x O1, O2, O3…. O14, x O15, O16….. O28 x O29, O30…. O42 x…..
2. Activity: Host events each semester Hip Hop Revolution, Hip Hop Arts, Springfield/ Holyoke
Bounds, Campus Tours
Measurement Indicator: Number of people who attend events each semester
Source: Student Bridges COCA Event Records
Longitudinal Design
Student Bridges Logical Model
No Control
Repeated Treatment design -observations at end of each semester.
O1, O2, x O3, O4 x O5, O6 x O7, O8
3. Activity: Facilitate programing aimed to improve academic/ professional success for
underrepresented students
Measurement Indicator: Number of people who attend workshops each semester
Source: Student Bridges retention event records
Longitudinal Design
No control
Repeated Treatment design -observations at end of each semester.
x O1, O2, x O3, O4 x O5, O6 x O7, O8
Output Evaluation
4. Outcome: Tutor-mentors learn skills necessary to become effective tutor-mentors; tutor
mentors learn intended social justice theory
Measurement indicator: Pre-course assessment then final exam assessing student
outcomes outlined in syllibi each semester
Source: Student Bridges Class records
Longitudinal Design
Control: No control
Weak pretest posttest treatment no control design
O1 x O2
Student Bridges Logical Model
5. Output: Students and parents from underrepresented communities attend events and learn
intended information
Measurement Indicator: Survey participating students and parents from underrepresented
communities if event increased college awareness
Source: Student Bridges COCA event evaluations
Cross-sectional analysis design
Weak Pretest posttest treatment no control design
O1 x O2
6. Output: Underrepresented UMass students attend events and learn intended skills and
information
Measurement Indicator: Survey participating underrepresented students if they feel they
have gained knowledge, and skills that will allow them to be more successful
Source: Student Bridges Retention event evaluations
Cross-sectional analysis design
Control: UMass underrepresented students who do not attend events
Weak pretest posttest treatment control design
O1 x O2
O1 O2
Outcome Evaluations
7. Outcome: Mentees have improved academic success
Measurement Indicator: Student test scores
Source: School records
Student Bridges Logical Model
Panel Design
Control: random selection students in the same classes without tutor-mentors
Pretest posttest treatment control design
O1, O2, O3 x O4, O5, O6
O1, O2, O3 O4, O5, O6
8. Outcome: Increase number of students from Springfield and Holyoke involved in student
bridges programs enrolling in college
Measurement Indicator: Graduation rates for students
Source: School records
Panel Design
Control: Students not involved in Student Bridges programing from same community
Weak posttest treatment control design
x O1
O1
9. Outcome: Increase UMass underrepresented student retention rates
Measurement Indicator: Underrepresented UMass student graduation rates
Source: UMass graduation records
Longitudinal Design
Control: UConn underrepresented student population- comparable in size and retention
rates
Pretest posttest treatment control design
O1 O2 O3 O4 O5 x O6 O7 O8 O9 O10
O1 O2 O3 O4 O5 O6 O7 O8 O9 O10
Student Bridges Logical Model
Conclusion
Even if you look across all the universities in the nation, it is unlikely that you will come
across a student run organization like Student Bridges. It is a complex organization, continuously
changing, and expanding. As students graduate, others with different skills and philosophies take
their place. This year, I am graduating from UMass, which means a new person will take my
place as the evaluation coordinator. Over the years the organization has faced a challenge in
which, we know we do great work, and the people we serve express admiration for the work that
we do, but we have not had the skill set to effectively measure these processes. Thus, I want this
evaluation to serve as a template Student Bridges will use to measure success moving into the
future.
In this evaluation I have identified the primary mission of the organization is to: facilitate
programs that increase college access, awareness and success for underrepresented students on
and off the UMass campus. I have identified essential stakeholders to be UMass administration,
the UMass student body, and members of Springfield and Holyoke communities; additionally,
community partners, tutor-mentors and Student Bridges staff. I have also identified the
evaluation of SB programs should primarily surround: frequency in which we are facilitating
activities, amount of people attending those activities, and the impact those activities have on the
university and people who attend.
Based on a preliminary evaluation of the processes from the 2014-2015 academic year, I
would conclude that Student Bridges has experienced great success. Hip-hop Revolution,
COCA’s premiere event brought together over 40 volunteers, and thirteen non-profits who
accumulated a combine 240 hours of community service; providing college-positive information
Student Bridges Logical Model
to over 200 attendees a semester. Additionally, COCA hosted Springfield and Holyoke Bounds,
and facilitated over 20 tours. Retention, hosted 20 academic programs, and united 20 mentorship
pairs. Policy advocacy, organized campaigns such as the “Hands up, Don’t Shoot” Rally, Stand
Against Racism Rally, Black Lives Matter Walkout, and the Die-ins which resulted in
Chancellor Subbaswamy creating a diversity committee aimed at increasing the rate of
underrepresented students by 5% with the next 5 years. And tutor-mentors completed a
combined 2000+ hours of service. As such, it is apparent that the organization is spending its
money efficiently, and purposefully. For next year, the organization could substantially benefit
from more in-depth outcome evaluations that would also expose areas of needed improvement;
that way the organization can continue to grow and develop.