4th NSF 2012Annual Report

ARIZONA WESTERN COLLEGE

NSF Annual Report Developing Expertise in Science Education, Research and

Technology Sciences (DESERT)

DUE: 0849389

12/1/2012

Dr. Cecilia Vigil Arizona Western College

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The following is a summary of the past four years, and broader detail on year four for the

DESERT NSF grant. We greatly appreciate the support of NSF, whose funds have had a

profound impact on 33 financially needy students - over 70% of which are underrepresented in

science - and a transformative effect on AWC science programs and our Yuma community. The

NSF funds have and continue to support and sustain the scholar students in the program with

very positive results: (a) We graduated the first cohort of students (2009-2011) who not only

demonstrated academic success, but also have impressive resumes and a well-balanced

confidence; (b) NSF is now influencing the second cohort (2011-2013) of students who are about

to complete their third semester of college; (c) NSF funds are also of importance in influencing

Arizona Western College (AWC) and Northern Arizona University Yuma Branch Campus

(NAU) biology/environmental-science 2+2 programs for non-cohort science students; and (d)

Meeting the need for more technologically and scientifically-literate students in our community.

We continue to meet the objectives of the program as we have progress in broadening the

cohort’s opportunities for college success, increased the quality of students’ education, their

confidence and retention, and their preparedness for their degree requirements and career goals.

This becomes especially poignant when, as described in our first annual report, our recruitment

process was limited, and the preparedness/maturity of the students for the rigors of a science

program was tested; and on our second annual report – again the rigors of the program and the

personal rigors of the financially needy students, even with the scholarship support, was trying

for the students. During the second round of recruitment we again encountered that the top

academically talented high-school students were recruited early by the more competitive State

Universities; yet word-of-mouth and the reputation of our program facilitated the second round

of recruitment.

The grades and data for the second cohort demonstrate that during their second and especially

the academically rigorous third semester have been difficult for them. Five are on probationary

status – and while not academically the strongest, their determination, given the cohort, program,

grant, and institutional support, has helped to carry them forward. They are strong in their

research activities, and in their extracurricular involvement with academic and scientific

endeavors, and strong in a community of learning that has flourished since the institution of this

grant and its positive impact in the Science, Math, and Agriculture Division. The advisory

system has improved impressively, the partnerships have strengthened with the branch campus

program of the University of Arizona, and the faculty have revised their curricula and enhanced

the lab biotechnology component of the program.

In an effort to check our progress, we reviewed our proposal and identified the activities, goals

and measures we said we would accomplish. These tasks and goals have been reviewed

thoroughly, and we will comment on each separately and in detail below. In general we have had

a very successful cohort experience. The conditions to be addressed by the grant in identifying

science students, recruiting science students, advising students into the 2+2 program, retaining

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students in the program, building their resume, providing a better research experience, creating a

science community on campus, and assisting with internships and job placement have been met.

This also increased the confidence of the students as lifelong learners, sense of wellness,

bilingual opportunities in consideration with professionalism, and their acknowledgment of

networking opportunities when attending research and scientific presentations, and how the

afore-mentioned will impact their undergraduate, graduate and career opportunities.

We will provide data accrued throughout the past four years, this will include both descriptive

and statistical facts, which explain key elements of the cohort’s experiences and compares these

with non-cohort student outcomes. These data support our affirmation of our positive

performance.

In summary, while we have encountered difficulties, overall, the past year has been successful.

We lost one of the sixteen students recruited for the second cohort, and instituted a sixteenth that

was accompanying the cohort in the third semester. Their financial need especially that of the

last recruit has not permitted the total expenditure of the scholarship funds – given their EFC, yet

their success is determined by their academic and extracurricular accomplishments, and the

overall impact on the program, the institution, and the community at large.

As mentioned, the AWC science program has immensely benefited from a more visible science

student community; a more substantial science club, their interaction with the newly formed

math, agriculture, and engineering clubs; early registration opportunities; courses designated for

science majors; more internal and external opportunities for research/internship/science-related-

jobs; and a positive reputation in the community for our science students and program.

Specifically the main occurrences of the year for each cohort are bulleted below, which we will

expand on:

Second Cohort

o SP 2011

Scholarship, mentor/advise, support

CRTR Meeting

Sustainability Fair

Havasupai Field Trip

Day of Academic Achievement.

Attendance Senior Seminar and Noon-Discovery-Series

Desert Seminar Participation

Rehabilitation of Wildlife

Restoration

Science Club

Cibola Ornithology

Insect rally participation at Cibola

Rehabilitation of wildlife

Noon Discovery Series

Sustainability fair

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Farm Animal Testing at Yuma County Fair

Science Expo Judging and Fundraising (County Science Fair)

College Level Examination Programs (CLEP)

Facebook / Website Social Networking Opportunity

Probationary Status Meeting

o SU 2012 - seven of the cohort 2 members had experiences in summer research programs:

five students attended REU opportunities - 2 at Northern Arizona University, 1 each at

North Dakota University, Malaysia, Iowa; 1 student worked on flat tailed horned lizard

research; 1 student was involved in a summer internship with the Bureau of Land

Management; 1 student worked with summer programs for science directed to high-

school student – sponsored by the UofA; 5 students worked on milkweed research on our

own campus; lastly 3 students presented their milkweed at Sonoran Desert Horticulture in

Tucson AZ.

o FA 2012

Orientation / Start-up Meeting

Academic Plan

Tutoring in chemistry and physics

Early Assistance

Attendance Senior Seminar and Noon-Discovery-Series

Tracking progress on academic/career goals

Majors Survey

Preparation for transfer with visit of the three University recruitment officers

Facebook / Website Social Networking Opportunity

Probationary Status Meetings

Scholarship, register, mentor, support

Writing for Success Course Participation, in preparation for

research/scholarship/internship/transfer/job opportunities

World of Vertical Rock Climbing Field Trip Opportunity

5 Students Participated in Undergraduate Poster Contest at Sonoran Desert

Conservation, Ecology, and Natural History Research Symposium attendance

3 students participated in Big Horn Field Trip and Research Opportunity

Desert Seminar Participation

Hikes

Bat Counts

Tortoise and Wildlife Rehabilitation

Milkweed Research Opportunity

Monitoring of Lower Colorado Research Opportunity

Science Club

Rehabilitation of Wildlife

Noon Discovery Series

AWC Family Night Participation

Day of the Tortoise

Bat Fidelity Research

Majors Fair and Career day

EXHIBITS:

1. Internal Evaluator Report

2. Desert Seminar Course Outline SP 2012

3. Desert Seminar Course Outline FA 2012

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1. PARTICIPANTS

1.1 People Working on the Project

1.1.1 The Project Management Team coordinated the probationary status interviews,

disbursement of funds, registration, advisement, mentoring, monitoring, and supporting

the academia of the cohort group.

Due to the grant and the support it provides, the cohort students are succeeding in

their courses, in the building of their resumes, and in reaching their academic

plans. Our analysis demonstrated that given their participation in the program,

their success rate is statistically greater.

We have also been successful in placing students into opportunities for research.

Having the students take the writing for success course in their fall semester was

extremely helpful in writing documents like personal statements and resumes that

we believe made them more competitive when applying to research and

scholarship opportunities. Three cohort students are participating as well in

honors, and four students received other AWC scholarships beyond SSTEM and

Honors.

The main focus in the freshman Spring Semester for this cohort was building their

organizational and planning skills, as well as their scientific academic foundation.

We also focused on their wellness, from outdoor hiking and rock-climbing

opportunities, to those of community service.

Summer was dedicated to:

o Research and internship opportunities

o Work or volunteering opportunities

o Working on electives

o Preparing academically for rigorous FA semester

The main focus for FA 2011 was

o Advising

o Mentoring

o Early detection of academic difficulties

o Tutoring in chemistry and physics

The management teams met these needs efficiently, transparently, and in a standardized process

that minimally affected the management and success of the cohort. We will describe the different

teams and provide more details as follows:

a) PI and Co-PIs

Clearly and concisely facilitated communication between our partner institution NAU

and UofA

Facilitated the administration of the grant project: planning course schedules, field trips,

and attendance to science meetings; recruiting professors; managing the science academic

coordinator; managing budget; advising and counseling students.

Co-PI analyzed data, and produced the internal evaluation report

b) AWC Director of Institutional Effectiveness, Research & Grants (Co-PI for Evaluation)

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Frequently provided expertise and advice, facilitating the administration of the grant

project

Coordinated with accruement of necessary data

c) AWC Registrar and Financial Aid Personnel provided assistance with student appeals

necessary when students at AWC go beyond 80 credits, which a few of our students have, given

that they changed majors or other such circumstances. Students were also assisted with their

FAFSA submission and with their academic plan. We continually received their advice on

financial aid issues, determining eligibility of students, and assuring proper distribution of

scholarship funds. Their assistance was especially notable with second cohort –streamlining the

process of registration, book voucher availability, and disbursement of scholarship funds.

d) AWC Vice President for Business and Administrative Services and Director of Finance

provided expert guidance on financial matters relevant to expenditure planning and purchasing.

Their expertise has assured that our fiduciary accountability is managed in the most transparent

manner.

e) All the previous are supported by Division of Science, Math, and Agriculture Associate Dean

and its Administrative Secretary who facilitate purchasing, funding allocation, and proper

management of cohort course scheduling and field trips.

f) AWC, NAU Faculty, and UofA staff involved in the planning and implementation of AWC

courses, early detection of students academically struggling, writing letters of recommendation

for research/internship/job-placement opportunities, science club advisement, networking

opportunities, and in establishing a community of learning in our science and math division.

Many faculty members involved cohort students in extracurricular activities such as hiking, rock

climbing, wildlife rehabilitation, lower Colorado River restoration, wildlife film productions, and

honors and PTK activities (three of the second cohort students applied to the honors program).

As mentioned, interdisciplinary activities/courses were established, with the English Department

facilitating technical writing skills, Spanish professors encouraged scientific primary reading,

and students were encouraged to look into scholarship and REU opportunities.

g) Coordinator of the Student Success Center assisted in training of the science academic

coaches for supplemental instruction and tutoring.

1.1.2 The Student Support Team. Through the collaboration of the PI, Co-PIs, VP of Student

Services, Student Success Center Coordinator, Science Academic Coordinator (SAC), and

Science Academic Coaches; we have been successful in guiding students in the last year through

a rigorous and demanding academic program; supporting their learning and academic

development, by implementing early assistance and commanding as part of the DESERT

seminar grading rubric, their attendance in support services as needed. The satisfaction survey

demonstrates that the cohort students are pleased with the support of the academic coach. The

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professors whose courses are supported by an academic coach are extremely pleased with the

instructional support the coaches provide. This year the SST successfully dealt with:

a) Recruitment of key personnel:

Chemistry/Physics Academic Coach

Appraisal of Coaches by SAC and PI

***We must note that the SAC interestingly enough is of key importance, given the fact that this

person is sought out by many of the students to counsel them on matters related to the group, the

staff, and other personal matters. This position therefore requires extreme diplomacy, tact and

confidentiality.

*** While we have mentioned that academic coaches, coordinator and professor work closely in

early detection of academically struggling cohort students, our landmark for this has been the

time when midterms are posted. This is in reality for many students too late to improve study

skills, organizational skills, study sessions, or any other factors that would help them improve

their grades. We have therefore requested grades earlier, and academic coach is in constant

communication with professor to assist in early detection of those students that are struggling, to

better assist and advise them in planning methods of improving their performance.

The Scholarship Team. After FA 2012, the team was tasked with sending a letter that explained

the probationary status of students that did not meet the minimal requirements for their continued

grant allocation. The letter clearly explained the appeal process. All continued to receive

scholarship funds, for the ideology is that in lacking this support, they would need to work,

which would in turn take away time dedicated to their studies. Clear plans and meetings were

established individually, with timelines and expectation for shedding their probationary status.

1.1.4 Internal Monitoring Team. This team oversees the internal evaluation of Project

DESERT. The many components utilized in the internal evaluation - survey of majors

throughout Science, Math, and Agriculture Division, grades, attendance to coaching sessions and

desert seminar, exit survey, etc., and their analysis can now provide more insight into the broader

impact the establishment of the SSTEM cohort has had (exhibit 1), demonstrating the success of

the program and the positive impact this project has had on the program.

1.2 Organizations involved as partners

Arizona Game & Fish - wildlife rehabilitation and flat-tailed horned lizard surveys

US Fish & Wildlife Service - wildlife rehabilitation

Bureau of Reclamation - tree restoration along the Lower Colorado River

Bureau of Land Management

FFA/4H Yuma County Fair – assistance in animal science programs

Northern Arizona University Yuma Branch Campus – science department

University of Arizona – science department

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Cocopah Indian Tribe- Cocopah North Reservation Restoration Monitoring and

Assessment

Yuma County Fair JLC Committee

CRTR Meeting Coordinators

City of Yuma Parks and Recreation Department

Yuma Regional Medical Center

Various city veterinary clinics

Humane Society

Nicholas Engineering

The GOWAN Chemical Company

Fred Phillips Consulting Company

1.3 Collaborators or contacts

Internal Evaluators

External Evaluator

NAU – Biology Academic Coach Volunteer

UofA academic advisor

AWC – Chemistry/Physics Academic Coach

AWC – academic advisor

AWC/NAU Science Club Advisors

AWC Honors and PTK Director

AWC Humanities Division – English, Spanish

Yuma High School counselors

2. ACTIVITIES & FINDINGS

2.1 Second Cohort (SP and SU 2012)

2.1.1 CRTR Meeting. In the spring of 2012 six cohort students attended the Colorado River

Terrestrial and Riparian Meeting. This conference was not

obligatory to the group, but was highly recommended to those

interested in the areas of environmental science or field biology.

The Department Head for the Environmental Science Program

attended the meeting as well. The CRTR meeting comprised of

local agencies and higher educational institutions involved in the

conservation and ecological monitoring of the environment in our area. While no students

applied to present, it was a great opportunity for networking, and for them to gain a better

understanding of the cooperative endeavors between the science agencies in our region.

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2.1.2 14 of the 16 students attended Havasupai Field Trip, learning the

geology and natural science of the Southwest. Backpacking

techniques and etiquette, as well as leadership skills were emphasized.

2.1.3 Day of Academic Achievement (Poster Presentations). All students participate by

exhibiting the posters of their experimental findings, and those produced in the ENG 102 class.

This experimentation was a component of their DESERT Seminar, for which they had to

collaborate with one of the NAU or AWC faculty that would advise them on some type of

research. They then had to run the experiment, analyze the data, write a report and produce and

present their poster. The poster titles were:

ENV Class Posters

Rush Milkweed (Asclepias subulata) seed grow out for Monarch conservation

Rush Milkweed (Asclepias subulata) Inset Diversity in Southwest Arizona Life

History of Rush Milkweed (Asclepsias Subulata) Restoration Populations in Southwest

Arizona

ENGLISH 102 Posters:

The Impact of the Colorado River

Thomas Mission

Historic Route 66

Arizona’s History of Invasive Species

The Rise of the Criminals

Dolores Huerta: Passionate Defender of la Causa

Cesar Chavez and the United farm Workers

2.1.4 Science Fair Judges. All students participated in helping set up and judge for this event.

This is the County’s science fair event, where elementary, middle school and high school finalist

students compete for the best science fair projects in the County.

2.1.5 Attendance and Presentation at Senior Seminar and Noon Discovery Series for SP

and FA 2012. All students attended with a 98% frequency. This was a component of their

DESERT seminar grade. These are a series of presentations organized between the Science Club

and the NAU senior seminar advisor. Science students are obligated to present their final science

senior research project results during these events and local scientists are invited as guest

speakers to this series of one-hour presentations. Three of our cohort students also presented (the

students that attended Research Experiences for Undergraduates Summer Programs). They

presented their work on their summer research projects (as detailed in the internal evaluation

report).

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2.1.6 DESERT Seminar. The focus of SP 2012 DESERT Seminar was to create a medium of

communication with cohort students that would lend to their supporting each other as well, as a

community of learning by their assisting science club and acting as science ambassadors for

extracurricular activities. Their goal for the semester was to collaborate in groups on a research

project, to prepare them to apply to summer REUs.

2.1.7 Academic Coach for Chemistry. Supplemental instruction was provided to support

students’ academic success in courses in spring 2012. Results were impressive, in that no cohort

students failed or withdrew compared to their peers in the same courses. Results are provided in

the internal evaluation report, exhibit 1.

2.1.8 College Level Examination Program (CLEP) Testing. 11 of the 16 students CLEPed

foreign language (Spanish) accruing university transferable credits

2.2.9 Lizard Reptile Day – All cohort students participated, as well as many science students

that are members of AWC Science Club, in coordinating and

implementing a morning session where over 115 middle school children

attended the tortoise habitat, and cohort students had different

educational displays and hands-on activities that related the rehabilitation

efforts the Arizona Game and Fish Departments collaborates on with the

AWC Science Department.

2.1.10 Sustainability Fair - All cohort students participated, as

well as many science students that are members of AWC Science

Club, in coordinating and implemented activities in support of

AWC Sustainability Fair

2.1.11 Yuma County Fair – Eight cohort 2 students participated in

the annual urine collection done through JLC/FFA/4H animal science

program. This is a fundraising event where many AWC students

participate for extra points, and is led, organized and coordinated by

cohort students in the science club.

2.1.11 Restoration of the Lower Colorado River and Milkweed

Project Participation. All of the cohort students participated in the

restoration of the lower Colorado River and The Cocopah American

Indian Tribe environmental monitoring, and Milkweed project through

their ENV 230 Class.

2.

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2.1.13 Facebook. After seeing the DESERT cohort create a Facebook area, students also created

a Facebook page that they utilize to communicate and help each other with academic events,

extracurricular science events, and their social networking events. The PI is a member and

utilizes this to support and communicate with ongoing endeavors.

2.2 Second Cohort (FA 2012)

2.2.1 Undergraduate Poster Contest at Borrego Springs Symposium – Six cohort 2 students

participated in this undergraduate poster contest. The posters where based on the research

projects produced in ENV 230. We also attended a conference and had the opportunity to meet

many scientists in the area.

2.2.2 Family Night- Through the science club endeavor, all cohort

students participated in the community-directed AWC Family Night,

with science activities and displays, as well as fund-raising activities.

2.2.3 Career and Majors Fair – All

cohort members participated in

college career and majors fair

activities, helping to promote the

different science programs in our

division.

2.2.4 Insect Rally- Five cohort 2 students assisted AWC

faculty who volunteered to help with the Cibola Refuge Insect

Rally, created to teach community children about

entomological and ornithological specimens in the area

2.2.5 Academic Planning and Scheduling - All students met

individually with the coordinator and worked out a four-year academic plan. All students

attended an orientation meeting, where they signed a contract, received directions on the

program, including semester course/tutoring schedules, and met the rest of the group. All

students attended orientation meeting for all three state universities and learned of their programs

and different opportunities.

2.2.6 Science Club and DESERT Seminar. Part of the DESERT seminar obligations is that all

cohort students meet every week, alternating on a weekly basis between science club and

DESERT seminar. Many extracurricular activities that are resume-building occur via these

entities.

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Part of the cohort’s academic plan is to enroll in DESERT seminar every semester. The course

objective is to support the overall success of the cohort students, lending to bonding scenarios

between the students, as well as a networking medium to build their resumes in preparation for

higher education and job placement, and support an overall learning community at the college

and with our partners NAU and UofA. The course mandates they attend tutoring sessions if

needed, and science club meetings as well as attend as needed study sessions, and work on

different science projects that are occurring in our science department or through the science

community. The cohort is also to act as science ambassadors, representing our programs during

different institutional and community events.

The focus for Fall 2012 DESERT Seminar (Exhibit 3) was to expose the cohort students to

different agencies that work in their fields of interest, and work on documents to facilitate their

entering baccalaureate undergraduate programs, applying for scholarships, internships, and job

placement opportunities. This is also facilitated by the writing for success course in which they

are expected to write their resume, personal statement, cover letter, and which facilitates working

on reading and writing science papers. We have also introduced them to the concepts of wellness

via hikes, educational presentations and community service opportunities.

2.3 Academic Coaches and Mentors. Academic support was geared towards a challenging

semester where students were to attend physics, inorganic chemistry and environmental science.

The latter would be focused on working of applying scientific method, which they did in group

projects involving studying mesquite and milkweed indigenous plants seeding and growth under

a distinct set of variables and under natural and artificial environments. The coach attends most

of the classes with the group and offers sessions bi-weekly. Coaches also make themselves

available at NAU Science Research Building for individual sessions. Coaches work closely with

the course professor in identifying competencies that require reinforcement, or in working on

competencies that could be reviewed before class. The professor, coach and coordinator also

worked closely in determining which students needed further assistance.

2.4 Cohort Courses. The ideology behind cohort classes is that they will lead to cohesiveness

between the students in them, an internal support system that will last throughout their

undergraduate careers and after.

As mentioned in the previous report, this approach reduces attrition. As proposed in the project,

we procured time slots and recruited professors for courses that were designated for the cohort.

The courses where set up to require a signature for registration. The AWC VP of Academic and

Students Services delegated that admissions, financial aid, registration, and enrollment services

cooperate fully, for what has become a very easy process for our students to enroll into these

courses. Once the cohort registration process is completed, the PI, co-PI, and professor sign in

science students that have declared their science major and have the pre-requisites for the course.

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The planning process for scheduling involves all AWC and NAU science professors. This

experience has prompted four recommendations by the AWC and NAU faculty, all of which

have been implemented in varying degrees.

a) The designation of specific courses for declared science majors. For example, the area

advisor has identified chemistry major

b) Better identification and tracking of majors. All AWC students will need to declare a

major during every semester at registration.

c) The need for better advisement processes for the students.

d) The competitiveness in registering into science courses has been alleviated by early and

priority registration processes.

The professors of these courses have higher expectation of the students, both academically and

behaviorally, and the courses therefore are taught at what one would describe an Honors level.

2.5 Students in Study Groups and Frequency of Meeting. One of the deficiencies in our

Institution’s Science Program, was the lack of a learning community on our campus. A

community of learning now flourishes in the sciences as a result of this grant. Students gather to

study together, self-advise, and cooperate in club projects and coursework. The cohort meets

once a week for DESERT seminar or science club, and weekly for coaching session in chemistry

and physics.

2.6 Success in chemistry courses. The internal evaluator’s report (exhibit 1) shows that there is

a diminished failure rate in Chemistry in comparison with non-cohort students. This especially

becomes poignant when we recognize that we were, during our recruitment process, pressed to

accept students that where just eligible, and while academically promising, not substantially

different from their AWC non-cohort peers. Therefore, the impact that the program is having is

definitely positive.

2.7 Academic Plans. During FA 2012 through desert seminar, all cohort students were advised

as to degree requirements. They were then asked to work out their own worksheets, and we

spoke to them about not depending totally on advisors and taking responsibility in tracking their

progress to completion for their AS degree. They were then assigned to produce an electronic

version of their four-year program, and we scheduled individual meetings with each one to

review their work. When registration for the following semester came along, many were able to

utilize this document when requested; they were also able to utilize it when meeting with

recruiting officers from different universities in their planning to transfer to university for upper

division studies. All cohort student are planning to seek their baccalaureate degree

2.8 Internal Evaluation Reports. Internal evaluator’s report is attached (Exhibit 1), and

demonstrates the success of the project

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3. PUBLICATIONS & PRODUCTS

There were three different articles in the City’s Local Newspaper “The Yuma Daily Sun”

All students participated in poster presentations at the AWC Academic Achievement Day

Five students attended undergraduate poster contest at Borrego Spring Natural History

Symposium

Five students produced posters during their summer research program

4. CONTRIBUTIONS. The NSF funding is being utilized in an innovative way that is

collaborative and inclusive. Collaborative, given the unique partnership between AWC and

NAU and now UofA. The support from the science community is notable. State and federal

organizations are requesting our assistance, which benefits them, especially reducing the cost for

many of their projects while creating resume-building opportunities for our students. The

benefits for our students go beyond meeting the objective of recruiting underrepresented and

financially needy students. The support system that NSF has facilitated enabled academically-

promising students to work through difficulties in order to succeed in completing their degrees,

and in being extremely marketable given their experiences through their resume building

activities.

While science programs are rigorous in nature, the support systems the funding from NSF

provides, has increased retention and preparedness, and reduced failure rate in chemistry and

math. This has been done by identifying key areas that required needed support, such as tutoring

and fostering an integral learning community amongst all science students. The faculty are also

well aware of the needs of non-traditional students that attend community colleges – and yet,

while supporting their students, through this new wave of excitement that had infected our

campus, they are more secure in creating challenging and rigorous courses, with high

expectations for their students – students that are meeting the demands and expectations given.

As easily determined in this report, we have inundated the group with opportunities to broaden

their resumes, context of experiences, and opportunities for networking. We have exposed them

to concepts of wellness and community service. We have facilitated their transition into a

baccalaureate program and/or the workforce, with the final goal of reintegrating scientists to a

community in need of well-prepared professionals in this area, whose integrity and enthusiasm

for learning and high performance will enrich all those involved.

4.1 Cohort Students. The support of the program has made it possible for 33 underrepresented

and/or financially needy students to enter a program, of which 14 are in the path of earning their

baccalaureate degree in biology or environmental science, and 16 continuing their path towards

an associate’s degree in science. The NSF support has facilitated reducing their failure in

physics, biology, chemistry and math; and in increasing the students’ confidence and ultimately,

their success in the program. This would not have been achieved without the NSF funding their

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scholarships, supporting the hiring of key personnel, and facilitating their attendance to field

trips and conferences. Without the scholarship, their dedication would have been partitioned

given the most probable need to work, their time of completion prolonged, and their resume-

building opportunities limited. We are confident that the support of the program has enhanced

their probability of continuing with their higher education and their job placement opportunities,

their professionalism, and their understanding of lifelong learning.

4.2 Non-Cohort Science Students. The opportunity to attend cohort classes, tutoring sessions,

study groups, advisement, and extracurricular activities made possible in our division has been

open to all. We have created different means of communicating such opportunities to students,

faculty, AWC staff, and community science partners alike – through internal emails,

department/division meetings, the division’s web-page and Facebook.

The division prides itself for the program it is offering, and this has become a looping system

that affects students, cohort and non-cohort, and community alike. AWC offers AS and AGEC

degrees that are easily transferable, and our students are advised of the pathways that can lead to

their ultimate academic and career goals. In doing so, we always speak of different plans to

support such goals, and AWC is unique in that it houses branch campuses on our main campus

for our partners NAU and UofA.

All science and math students also benefit of the networking with our community science

partners, which has been reinforced by the quality of students that have been assigned to them on

a volunteer, internship or employment basis.

4.3 Institutional Reform. While the institution has always been supportive of our educational

efforts, it is now more forthcoming in attending to our advising, registration, and scheduling

needs. These efforts will streamline the students’ degree completion, and ultimately, their

success:

Early registration for students over a certain amount of credits. This provides the

opportunity for many science students to register earlier to science courses that are

consistently very competitive to register into, historically filling early during registration.

The Science Division ability to allocate certain science required courses to those that are

majoring in the area. The courses are capped at zero, and have a signature requirement

from the professor for registration.

The Division is streamlining the advisement process and working with this area of

student services. Student services are requiring that the students declare their major every

semester at registration. The students are advised by a general counselor, then referred to

the academic area advisor.

The institution has supported the budgeting and technological needs, by: (a) increasing

our budget, (b) increasing our faculty numbers, (c) supporting our grant request and

technological request. IT mentioned that the SMAD division is the driving force to

needed reforms in their area.

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4.4 Community. The Yuma community has been supportive of our community college. We have

collaborated with many regional agencies that support the endeavors of our program and of our

students. We feel that their investment will pay off, in that these young men and women will

become part of their workforce responding to an urgent community and national need for ethical,

literate, and technically competent scientists. The cohort students are also already active in the

community. They act as ambassadors to any college event, and extremely noticeable during

“Family Night,” one of the largest community attended events at the college. They are active on

many ecological restoration projects. Cohort students are involved in judging science fair at local

schools, and the main County event.

We have had a major impact on the environmental and wildlife in the community, and supported

county, state, and federal agencies for very little cost.

5. CONFERENCE. Students attended:

CRTR – six students from first cohort attended. Intended for those interested in

environmental science and field biology

AWC Day of Academic Achievement – all students from first cohort attended

AWC and NAU Noon Discovery Series and Senior Seminar presentation - most

students from first and second cohorts attended all session

Sonoran Desert Conservation, Ecology, and Natural History Research Symposium

Sonoran Desert Horticulture in Tucson AZ

16

Exhibit One – Internal Evaluation Report

Developing Expertise in Science Education, Research, and Technology

Second Annual Report: Spring and Fall Semesters, 2012

National Science Foundation Grant #0849389

Arizona Western College

March 11, 2013

George Montopoli, Ph. D.

Cecilia Vigil, D.V.M.

Mary Schaal, Ed.D.

Arizona Western College

Introduction

The purpose of the Developing Expertise in Science Education, Research, and Technology (DESERT)

Project is to recruit, scholarship, mentor, and support two cohorts of 15 (or 16) academically promising,

financially needy, underrepresented students majoring in biological or environmental sciences at Arizona

Western College, a two-year Hispanic-Serving Institution and community college.

This report reflects the 2012 calendar year, and included formative evaluation measures and summative

evaluation measures of outcome for the second year of Cohort 2.

Results

The Calendar Year 2012 evaluation is based on the following formative evaluation matrix (Table 1). An

analysis and discussion pertinent to each enumerated point follows.

Table 1. Formative Evaluation

1.1a Semester recruiting schedule of planned outreach throughout District.

1.1b Spring and Fall recruiting activity reports, demonstrating outreach by location and language group.

1.2a Semester report; all 15 awards made.

1.2b Semester report of number of scholarship applicants, scores, demographics, awards, waiting list,

majors, and population distribution.

1.3 Of the 15 awards, 11 were made to underrepresented financially needy students.

2.1a Year 1: #/% participating in natural history field trip

2.1b Year 1: #/% assisting local agency with project

2.1c Year 2: #/% attending scientific meeting; #/% presenting at scientific meeting

2.1d Year 2: #/%participating in summer internship experience

2.2a #/% students tutored and frequency

2.2b #/% students in study group and frequency of meeting

2.2.c #/% failure among cohort students in CHM and MAT

2.3 declared majors by semester; increase 15+ each semester

3. General self-efficacy pre- and post-, by semester.

3.1a SST formed and meeting frequency

3.1b Student/faculty participation in DESERT Seminar

3.1c Student satisfaction with learning community, peer support, time with faculty, and connection to

campus

3.1d #/% tutored and frequency

4.1 Student and PI/Co-PI satisfaction with SAC.

4.2 % Individual Academic Plan (IAP) created in first month of each cohort.

4.3 Graduate efficiency rates of cohort compared to non-cohort science majors and population at large.

5a Internship placement and retention

5b Job placement in science

5c Transferred for baccalaureate studies; % received scholarship toward B.S.

6.1 Survey students in majors’ biology and environmental science classes re: rationale for declaring or not

declaring a science major

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Objective 1.1a and 1.1b

Recruiting activities for Cohort 2 were not necessary and did not occur during the second year of the

program. Cohort 2 was in its second year and plans for a third cohort did not materialize. However, one

student did leave the program after the Spring 2012 semester and was replaced by another student for the

Fall 2012 semester. Over the course of 2012, 16 students were enrolled in the program.

Objective 1.2a

For the Spring 2012 semester, 16 awards were made totaling $65,871.50. For Fall 2012 semester, 16

awards were provided totaling $65, 212.32. The discrepancy in award totals was due to one student

leaving the program after the Spring semester and being replaced by another student for the Fall semester

with a reduced stipend.

Objective 1.2b and 1.3

Sixteen students participated in Cohort 2 during the calendar year 2012. All students received awards as

detailed in Objective 1.2a above. Table 2 details demographic information pertinent to the Cohort over

the two semesters. Of the 16 awards given over the two semesters, most cohort members were female,

Hispanic, Biology majors, and under-represented. All cohort members were financially needy.

Table 2. Cohort 2 Demographic Information

Gender Race/Ethnicity Major (both

semesters)

Under-

Represented

Needy

Financially

Spring

2012 Fall 2012 Spring 2012 Fall 2012 Biology: 75%

Both

Semesters

Both

Semesters

Females:

62.5%

Females:

68.75%

Hispanic:

81.25%

Hispanic:

75% ENV: 18.75% Yes: 87.5% Yes: 100%

Males:

37.5%

Males:

31.25%

Caucasian:

18.75%

Caucasian:

25%

Biology/ENV:

6.25% No: 12.5% No: 0%

Average GPA for students during the Spring 2012 semester was 3.30, while that for the Fall 2012 semester

was 3.236. Both semester average GPAs are noteworthy; however, the Fall semester presented five

withdrawals, all from Physics 1, due to the difficulty of the Physics course and other difficult courses

taken during the same semester. Physics 1 and CHM 151 will be investigated further in Objective 2.2c.

Objective 2.1a and 2.1b

All 16 students participated in the Natural History Field Trip. Table 3 below demonstrates local agencies

assistance with projects during the course of the calendar year. As indicated in the table, all students

participated in various activities during the calendar year. Participation by students and faculty

demonstrated the significant importance placed on these extended learning opportunities.

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Table 3. Cohort 2 Local Agency Assistance with Projects

Activity

Number Cohort

Participants

AZ Game and Fish-Heritage 16

Honors 4

Xerces 6

Bureau of Land Management 2

Bureau of Reclamation 1

U.S. Fish and Wildlife Service 16

Young Consulting 1

Objective 2.1c and 2.1d

Table 4 below illustrates various meetings and activities attend by cohort students during the calendar

year. Significant participation by cohort students despite a demanding academic schedule indicates

dedication to the program. Additionally, eight students participated in REUs and Internships during

Summer 2012, while five other students participated in a Milkweed project resulting from a grant. Two

of the five students formally presented the Milkweed Project at a scientific seminar, and are currently

seeking publication.

Table 4. Scientific Activities and Meetings Attended by Cohort Members

Spring 2012

Fall 2012

Activity Number

Activity Number

Critter Meeting 16

Bighorn Sheep Field Trip 6

Sustainability Fair 16

Sonoran Desert Symposium 16

Academic Achievement Day 16

Intro to Vertical World Trip 14

Student Showcase 16

Science Fair Judging 16

Objective 2.2a and 2.2b

Throughout the semester all sixteen cohort students had the opportunity to meet for individual tutoring

on a need basis. Students would take advantage of their Chemistry and Physics tutor before exams

and/or if they were struggling. The cohort also commonly made their own study groups when they had

extra time between classes.

The students always had access to Room 104 in the AS building, as well as study rooms and a computer

lab in the Science and Research building. Non-cohort members were always invited and/or encouraged

to participate in these study groups.

Formal tutoring sessions for Chemistry 151 (Spring 2012) and Physics 1 (Fall 2012) were scheduled ten

times each semester. For Chemistry 151, there was a 78.75% attendance rate out of a possible 160 student-

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sessions (16 students and 10 session = 160 student-sessions). Six students had a 100% attendance rate,

three had a 90% rate, one had an 80% rate, two had a 70% rate, one had a 60% rate, and the rest had a 50%

or below rate. For Physics 1, there was a 96.88% attendance rate out of 160 student-sessions. Thirteen

students had a 100% attendance rate, one had a 90% rate, and two had an 80% rate.

Objective 2.2c

Tables 5 and 6 below show grade distributions for Cohort and Non-Cohort students taking Chemistry 151

and Physics 1 from the same professor in order to eliminate instructor bias. Sample sizes are too small to

conduct a reliable statistical analysis, but examination of the tables indicate similar rates for both groups.

Table 5. Grade Distribution for Cohort and Non-Cohort Students Taking Chemistry 151 (Spring 2012)

A B C D F W

Cohort (n=15) 3 4 8 0 0 0

Non-Cohort (n=24) 1 7 8 2 1 5

Table 6. Grade Distribution for Cohort and Non-Cohort Students Taking Physics 1 (Fall 2012)

A B C D F W

Cohort (n=16) 1 6 4 0 1 4

Non-Cohort (n=18) 0 9 4 0 1 4

Objective 2.3

Table 7 below indicates declared major for both Spring and Fall 2012 semesters. Despite losing one

student and enrolling another student in his place, the number of declared majors did not change.

Biology is the most popular major 81.25% of the Cohort students enrolled as Biology majors (75% Biology

majors + 6.25% dual Biology/ENV major).

Table 7. Declared Majors

Declared Majors

(both semesters)

Biology: 75%

ENV: 18.75%

Biology/ENV: 6.25%

Objective 3.1a

A new SST started at the beginning of the Spring 2012 semester. The SST met formally twice a week with

the principal investigator (PI). The SST commonly had contact or met with the PI daily, on an informal

basis or as needed to help support the cohort. On a bi-weekly schedule the SST and PI would meet with

the entire NSF SSTEM cohort for their DESERT Seminar.

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Objective 3.1b

All sixteen students are active participants in DESERT Seminar. The Arizona Western College Science

Department has been extremely supportive and involved with our DESERT students. There are over 24

faculty members that serve as professors, mentors and advisors to our students in and out of the class

room. The AWC Science faculty also helps to support the NAU-Yuma and Arizona Western Science

Club, which is held bi-weekly.

The Science faculty work very closely with the PI and NSF STEM Coordinator in order to successfully

manage students. Science professors send grade updates to the PI and STEM Coordinator on a regular

basis so that students falling behind can get additional help such as tutoring and any other support that is

needed to ensure that student’s success.

Faculty participates not only in academics, but also in outside activities that help to enhance our students’

all-around experience. With their support we are able to take our students to Science Conferences, on

field trips, hikes and kayaking adventures.

Objective 3.1c

Surveys that analyzed student satisfaction with the learning community, peer support, time with faculty,

and connection were implemented with Cohort 1 as they exited the DESERT program and entered OASIS

(NAU continuation program). Similarly, these surveys (especially the Community College Learning

Assessment) will be implemented with the current cohort group during Spring 2013 as they exit the

DESERT program. Results will be presented in the final report.

Objective 3.1d

As stated in Objective 2.2a, throughout the semester all sixteen cohort students had the opportunity to

meet for individual tutoring on a need basis. Students would take advantage of their Chemistry and

Physics tutor before exams and/or if they were struggling. The cohort also commonly made their own

study groups when they had extra time between classes. Formal tutoring sessions for Chemistry 151

(Spring 2012) and Physics 1 (Fall 2012) were scheduled ten times each semester.

The students always had access to Room 104 in the AS building, as well as study rooms and a computer

lab in the Science and Research building. Non-cohort members were always invited and/or encouraged

to participate in these study groups.

Upon exiting the DESERT Program, Cohort 1 students felt that their relative academic success was owed

in large part to tutoring, specifically in the form of supplemental instruction, was particularly effective.

We expect to find similar results with the present cohort.

Objectives 4.1, 4.2 and 4.3

Academic planning was conducted with Cohort 2 as proposed, and outcomes in terms of graduate

efficiency rates (time to degree completion), and cost to degree completion will be analyzed when the

students exit the DESERT Program at the end of the Spring 2013 semester. Results will be reported in the

final report, but we do expect to find similar results than those encountered with Cohort 1.

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The employment of a Science Academic Coordinator and use of an Individual Academic Plan (IAP) for

each Cohort member should increase the efficiency of student course enrollment for Cohort 2, especially

after the experience with the Cohort 1 group. The PI has planned a more student-involved, interactive

advising approach for Cohort 2 in hopes of providing a greater context for students to understand the

rationale behind specific course sequences. This approach will supplement the IAP during spring 2012,

and results will be monitored, comparing cohort students’ understanding and satisfaction with academic

advising to their non-cohort peers. Results will be presented in the final report.

Objectives 5a, 5b, and 5c

These objectives will be analyzed at the end of the DESERT Program, once students have exited the

program. They will be presented in the final report. Because funding for the OASIS continuation

program was not procured, we anticipate that results may be different from those of Cohort 1. All

possible opportunities are being explored to help students continue in academia, or in a meaningful

program affiliated with knowledge learned during the DESERT Program.

Objective 6.1

This objective will also be surveyed, analyzed, and presented in the final report, at the end of the Spring

2013 semester.

Summative Evaluation Matrix

Information pertinent to the Summative Evaluation Matrix (Table 8) listed below will be analyzed and

presented in the final analysis once all information is obtained at the end of the DESERT Program (Spring

2013 semester).

Table 8. Summative Evaluation

1. Final report: 30 financially needy students received scholarships, 22 from underrepresented populations.

Descriptive analysis comparing scholarship cohort to non-cohort science majors and all students with

respect to gender, ethnicity, and financial need.

2.1 Learning and value-added comparison based on CCLA (22) pre- and post-tests in BIO 181 and CHM 152,

comparing cohort students to non-cohort students.

Statistical Analysis: Repeated measures t test.

2.2 Cohort success rates in MAT 187, 220, and CHM 151 compared to non-cohort science majors and other majors

Descriptive analysis

2.3 Distribution of declared majors compared to baseline.

3a. Difference over time, General self-efficacy.

Statistical Analysis: Repeated measures t test.

3b. Cohort retention to graduation compared to non-cohort science majors and institution at large.

Descriptive analysis

4.2a % fidelity with IAP by graduation

4.2b Satisfaction with faculty advising cohort versus non-cohort

4.3 Cost and time for degree completion, cohort versus non-cohort

Descriptive analysis

5a Impact on partnerships based on pre- post surveys.

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5b-c Underrepresented students working in science or completing upper-division studies.

Descriptive analysis

6a Submission for publication; % published; # presentations

Qualitative (survey) research

Discussion

The above evaluation reports on progress of the DESERT Program for the second year of Cohort 2. We

greatly appreciate the support of NSF, whose funds have had a profound effect of 16 financially needy

students - over 87.5% of which are underrepresented in science, and a transformative effect on our AWC

science program and our Yuma community. The NSF funds have and continue to support and sustain the

scholar students in the program with very positive effects: (a) we have graduated the first cohort of

students (2009-2011) who have not only demonstrated academic success, they have an impressive resume

and a well-balanced confidence; (b) NSF is now influencing the second cohort (2011-2013) of students

who have completed the first semester of their sophomore year; (c) the NSF funds are also of importance

in supporting Arizona Western College (AWC) and Northern Arizona University Yuma Branch Campus

(NAU) biology/environmental-science 2+2 program for non-cohort science students; (d) and in meeting

the need for more technologically educated students in our community.

We are confident that we are meeting the objectives of the program and of the grant as we have

progressed in broadening the cohort’s opportunities for college success, increased the quality of students’

education, their confidence and retention, and their preparedness for their degree requirements and

career goals. This becomes especially poignant when, as described in our first annual report, our

recruitment process was limited, and the preparedness/maturity of the students for the rigors of a science

program was tested; and on our second annual report – again the rigors of the program and the personal

rigors of the financially needy students, even with the scholarship support, was trying for the students.

During the second round of recruitment we again encountered that the top academically talented high-

school students were recruited early by the more competitive State Universities; yet word-of-mouth and

the reputation of our program facilitated the second round of recruitment.

In an effort to check our progress, we reviewed our proposal and identified the activities, goals and

measures we said we would accomplish. These tasks and goals have been reviewed thoroughly. In

general we have had a very successful cohort experience. The conditions to be addressed by the grant in

identifying science students, recruiting science students, advising students into the 2+2 program,

retaining students in the program, building their resume, providing a better research experience, creating

a science community on campus, and assisting with internships and job placement have been met. We

have also had an effect in their confidence and sense of wellness, on how to act with professionalism, on

their knowledge and the effects of networking, and how the afore-mentioned will impact their

undergraduate, graduate and career opportunities.

In the final report due January 2014, we will provide data and analyses pertinent to Cohort 2 during the

past two years of the DESERT Program. The analysis will include both descriptive and statistical

analyses, which explain key elements of the cohort’s experiences and compares them with non-cohort

student outcomes. This analysis and final report will support our affirmation of our positive

performance.

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EXHIBIT 2 – DESERT Seminar Course Outline for Spring 2012

Campus Office Hours:

Monday Tuesday Wednesday Thursday Friday

8:00–9:00 √ √ √ √

9:00-12:00 √

RESPONSIBILITIES:

Attend Tutoring Sessions

Attend once a month meeting cohort group 1/11, 2/4, 3/4, 4/1

Attend Science Club Meetings

Apply to 5 REU’s

Design and apply experiment, and produce poster to present

Be available for projects related to: tortoise, tree planting, urine collection, etc EVALUATION: Final Grading Components 5% Attend Tutoring Sessions 10% Attend once a month meeting cohort group 1/11, 2/4, 3/4, 4/1 5% Attend Science Club Meetings 10% Attend Scientific Meeting(s) (CRTR 1/26 optional; SD 4/6 & 4/7) 30% Apply to 5 REU’s 30% Design and apply experiment, and produce poster to present 10% Be available for projects:

1/19 at 12:15 PM - tree planting 1/20 at 8:00 AM - tree planting (intervenes with stats) 3/17 tortoise habitat Spring break urine collection

GUIDELINES for EXPERIMENTAL DESIGN: You can work individually or in group, the first 2 are worth 10 % each, while the rest are worth 20% each

By 2/4 you should have topic approved by me and commitment by mentor……..Vigil (bio), Whittier (genetics, entomology), Croxen (geology, paleontology), King (entomology, ornithology), Hawk (microbiology), Montopoli (biology), Esslinger (env, meteorology), Hill (botany); Clements (agriculture), Martinez (env, botany), Donnelly (chemistry), Chang & Villa (biochem, cell and molec)…. You should also ask them if they can fund your experiment.

By 2/18 introduction, methods written up

By 3/4 experiment should be well under way

By 3/18 – 3/25 experiment completed

By 4/1 data statistically analyzed and ready for poster

Report and poster completed (minimum 10 citations) Ideas for experiment……. Data loggers bat houses, microrhizae, bacteria, fossil measurements…..You do not have to reinvent the wheel, look at simple experiments that have been performed and follow their methods and replicate. I would also recommend you speak to Professor Montopoli, and have him incorporate the stats into his class.

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EXHIBIT 3 – DESERT Seminar Course Outline Fall 2012

Campus Office Hours:

Monday Tuesday Wednesday Thursday Friday

8:00–9:00 √ √ √ √

9:00-12:00 √

RESPONSIBILITIES:

Attend Tutoring Sessions

Attend once a month group cohort meeting

Attend Science Club Meetings

Work on experimental design through ENV 250 course

Participate in extracurricular activities as required

EVALUATION:

Final Grading Components

5% Attend Tutoring Sessions

10% Attend once a month meeting cohort group

5% Attend Science Club Meetings

10% Revise Personal Statement and Resume

30% Apply to 5 REU’s

30% Design and apply experiment, and produce poster to present

10% Participation in extracurricular projects