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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
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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.
22
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
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