Final Evaluation Project

Student Bridges Logical Model

A Program Evaluation of the Student Bridges Organization

By

Lawrence Stevenson


Student Bridges is an all student run collective aimed at increasing college access,

awareness, and success amongst underrepresented students on and off the University of

Massachusetts campus. The organization is composed of four main pillars; each fulfilling the

mission of the agency through different, yet intertwining facets. The first, Community Outreach

and College Awareness team (COCA) host a series of culturally appropriate campus tours for

underrepresented students from across New England. The COCA team, also, works in

conjunction with community partners to host events aimed at increasing college awareness and

help students develop passions and talents that will carry them to higher education. The second

pillar, University Retention, serve as a support to UMass’s underrepresented student community

in their academic pursuits; organizing a mentorship program which pairs underclassmen with

upperclassmen, and facilitating various professional/academic workshops. Another component of

the Student Bridges agency is the Service Learning class and cooperating sites. The Service

Learning class trains a diverse group of college students to be tutor/mentors in three different

sites throughout Springfield and Holyoke. The class serves to prepare tutor/mentors to join the

organization as well as educate them on the various systems of oppression acting against

underrepresented students and communities. Also, working for and at the college level is the

Policy Advocacy team whom organize grass roots campaigns to ensure that underrepresented

students are accounted for and represented at the institutional level. Currently, the Policy

Advocacy team is conducting a diversity campaign and works closely with Chancellor

Subbaswamy to increase the number of underrepresented students enrolled at the University of

Massachusetts Amherst. Student Bridges is a unique and essential program for the UMass

campus. Each component of the organization works through a social justice mindset, always


aware that the goal is to make UMass a more multicultural and progressive campus by providing

educational resources to underrepresented students.

Student Bridges originally began as a grass roots organizing entity. In 2006 the Race and

Economic Task of the Student Center for Educational Research and Advocacy (SERCA) drafted

a proposal to pilot the Student Bridges Program in response to the difficulty that

underrepresented students faced in trying to gain admittance to UMass and feeling supported as

black and brown bodies on a predominantly white campus. The organization was crafted by a

close group of like-minded social justice and educational accessibility advocates. At the time, its

main focus was political activism on campus and facilitate a tutor/mentor program; an agenda

used to gain funding for the program.

Student Bridges is now and has always been funded through an UMass SGA diversity

grant. In the past, the organization has also been gained funding through additional State grants.

The commissionary authority is the UMass chancellor’s office. Other stakeholders include the

Springfield and Holyoke Communities, community partners, tutor/mentees, tutor/mentors,

UMass underrepresented student population, and the broader UMass Community.

The organization has largely expanded since it’s 2006 birth. However the expansion has

pulled the organization in many impeding directions, and caused confusion about where the

organization is and where it is going. In recent years Student Bridges has shifted from a

predominantly direct action to a predominantly community service organization. However, the

organization is seeking to rebalance; and facilitate a resurgence of its activist roots. Thus, it

essential that the organization take an in-depth look into how they are currently organizing, how

they have organized in the past, and how they are planning to organize in the future. As such,

hense forth, I will present the logic model: observing the “if-then” rationalizations about the


organization and capacies for organizing; conduct a stakeholder anaylsis; justify my evaluation

questions, and measures; explain my findings; and offer my my intergreptation on the success

Student Bridges experienced organzing this past year, and finally make suggestions for the future

of the organization.


Inputs Outputs Outcomes -- ImpactActivities Outputs Short Medium Long

4 University Supporting Organizations

24 SB Staff Members Volunteers 8 University

Mentee/Mentor pairs 25 tutor-mentors 3 Community Partner

Sites $137,310.00 SGA

Budget College Credits On-campus Office 2 transportation vans Technology Time

Community Outreach and College Awareness (COCA) Hip Hop Revolution Hip Hop Arts Springfield and

Holyoke Bound Campus tours

University Retention for underrepresented students Facilitate academic/

professional development workshops

CEO mentor program

Policy Advocacy Organize advocacy

campaigns

College Preparatory Academic Tutor-Mentoring Host Service

Learning course Tutor-mentors work

with community partner sites

Communities come to workshops and engage with SB and UMass

Educators learn skills to better serve Communities

Underrepresented students receive more culturally appropriate tours

underrepresented students receive skills and support necessary for success

Host rallies for improved policies

Polices are negotiated

students become trained tutor-mentors, and learn about social justice issues

mentees get trained tutor-mentors

Communities learn to better support students’ academic success

Educators are able to better support communities

Underrepresented students feel they have relevant info about college

Students who participate in retention initiatives graduate

UMass administrators improve policies

Tutor-mentors become more culturally conscious

mentees improve grades and feel supported

Communities are actively supporting students in pursuit of higher education

UMass retention rates of underrepresented students improve

UMass acceptance rates of underrepresented students improve

Underrepresent students feel comfortable in this space

Mentees feel prepared for college

TMs contribute to SB mission ideally apply

Improve college awareness, access, and success for underrepresented students in Springfield, Holyoke and UMass communities

Very diverse and inclusive UMass community

Assumptions External FactorsUnderrepresent students need advocating; underrepresent students can make a difference at the institutional level; staff have necessary skills to reach goals; campus and community will buy-in to mission.

The organization has to consider is that it is a solely student run organization.Amount of underrepresented students are applying to come to UMass.


Logic Model Explained

The chart above is a logic model explaining the program theory behind Student Bridges;

justifying the process in which the organization brings about change and accomplishes its

mission. It includes inputs: the resources that drive the organization, activities and programs the

organization facilitates, outputs of those actives, and intended outcomes and impacts those

activities have on the communities the organization engages with. As it pertains to this particular

evaluation I will briefly explain the logic model in the context of how the agency organizes

grassroots campaigns.

One of the primary goals of the organization is to ensure UMass is culturally diverse, and

inclusive, and becomes safe space for underrepresented students. We do this through organizing

efforts in two pillars: College Preparatory Tutor Mentoring (Service-learning course) and Policy

Advocacy. Inputs for the service learning course include an instructor, a teaching assistant, 25

students, budget, course credit for the CESL department, and of course time. This allows to host

a service learning course in which we educate students on social justice issues and grassroots

organizing pedagogy. The main output here is that students learn this information. The goal is

that they take this knowledge and use it to assist Student Bridges in its mission, become leaders

in organizing efforts at UMass, and thinking broader use this knowledge to create change in the

world. The Policy Advocacy team however is the backbone of social and political change at

UMass. Inputs that help facilitate this change include: two policy advocacy coordinators,

assistance from volunteers and coalitions, others who participate in campaigns, budget, and

hours of industry planning and strategizing. These resources go into organizing campaigns,

taking direct actions, mobilizing community, and sitting on boards with administration in which

policy is negotiated. The intended outcomes of these activities include policy change at the


university level that better support underrepresented students, and an UMass community that is

active and empowered.

There are some basic assumptions and external factors to be considered in the discussion

of Student Bridges processes. For instance a relivent assumption is that even if the organization

host these events and rallies that the necessary parties will participate, and even if they

participate there is the assumption that students have the power to pressure the organization to

change policy. An extermal factor to consider in evaluating the success of the organization is that

the organization is soley student run. This means that all the jobs that are typically held by

professionals are held my undergraduates. This means they may not have all the necessary skills

needed to always do the job effectively.

In the activities section, the pillars that outline the primary processes of organization are

presented in bold lettering, and under those pillars are specific activities and events that the

program organizes. Essentially, College Preparatory Academic Tutor-Mentoring is a course that

the organization facilitates for college credit. Tutor-mentors (students in the class) are trained to

be effective tutor mentors as well as taught social justice theory and struggles underrepresented

(ALANA, first generation) that students face. Two days a week they go to their sites and tutor-

mentor underrepresented middle or high school students. An assumption here is that tutor-

mentors will actually receive the skills they need to reach the students, and students actually have

ambitions toward academic success. A similar assumption of the organization is that the

communities (families) and those working in these communities (teachers, volunteers, UMass)

actually want to be bridged via our COCA programs. A key external factor that the organization

has to consider is that it is a solely student run organization. This can serve as a challenge

because University administrators, parents, students, even community partners may not always


find the program credible because the students are not licensed professionals. However, the most

significant weakness for the organization is that because the organization does so much, and

there are so many different jobs - there becomes a disconnect between the different pillars.

Moreover, disconnect can lead the pillars to stray away from the mission and original vision.

Stakeholder Analysis

University of Massachusetts Institution- One of Student Bridges’ primary stakeholders is the

University of Massachusetts as an institution and administration. Specific groups in this domain

include the following: Center for Student Development, Student Government Association,

University’s Provost Office, Center for Multicultural Advancement and Student Success and

their cultural centers, The UMASS Admissions office, and Center for Educational Policy and

Advocacy. Of principal importance, Student Bridges is funded by these entities. In turn, Student

Bridges assists the University in fulfilling many of its essential missions. For instance, the

UMass administration has responsibility to produce the next generation of educated professionals

whom will advance society. Additionally, UMass is a land-grant university, meaning— the

institution has a specific duty to serve the surrounding communities of the pioneer valley.

Student Bridges organization deliver positive educational outcomes for UMass students and

stimulate an environment of diversity and inclusion on campus. Student Bridges also serve as a

representative for UMass, providing services to local underrepresented communities; ultimately

fulfilling the University land grant duties. For this reason administration express support for the

organization year after year. The criteria for which the University would evaluate the

organization would be if they are providing all the services they have committed to.


Mentees/ Springfield & Holyoke Communities- The students and communities Student

Bridges work with are important because they are local, struggling, and have potential for much

improvement. These students are special and passionate about getting to college and making

better lives for themselves and their families. Student Bridges works collaboratively with these

communities to exchange resources, ideas, and skills so members of these communities can

experience support, education and academic success and in turn, the University can gain more

culturally conscious people. Members of these communities are supports of the organization.

Questions the communities may ask in evaluate success may include: ‘is the organization

providing support?’, ‘is the organization communicating its ideas in and understandable and

effective way?’ ‘Are students experiencing improvement in the classroom and expanding their

overall college mindedness?’

Students in Service-learning Class- Tutor-mentors are essential to the organization because

they work directly with Springfield and Holyoke students as well as their communities; they are

the organization’s engine for change and improvement. Tutor-mentors are also important

because they spread a social justice mindset around campus and the other communities they

belong to. The Student Bridge Organization affects these students by providing them with a

course that combines the theory and practice of advocacy, community outreach, social justice,

oppression, sociology and participatory action research. They learn these theories and are taught

to apply them to their lives and the communities they serve. Tutor-mentors often express great

appreciate for the experience. They would evaluate success of the organization via the depth of


knowledge they gained, the impact they have had on their mentees, as well as the grade and

course credit they earned in the class.

Community Partners- Community partners are the organizations around the Pioneer Valley that

Student Bridges collaborates with. Community partners include – Peck Full Service Community

School (especially the Peck Access college preparation team) (Holyoke, MA), STEP/CHOICES

after-school programs (Holyoke, MA), Connections after-school program (Holyoke, MA), New

North Citizens Council (Springfield, MA), Gear Up (various locations across the state including

Springfield, Holyoke, Northfield Mount Herman, and Lawrence), Upward Bound (various

locations across the state including Springfield, Holyoke, and Boston), The Springfield

Renaissance School (Springfield, MA), Putnam High School, Commerce High School

(Springfield, MA), The Talmadge School (Springfield, MA), UAspire (Springfield, MA), Adult

Basic Education (Greenfield and Holyoke), Community Action Youth Program (Greenfield,

MA), MACC AmeriCorps VISTA, and the Five College Community Based Learning Committee

(including the Service/Community based Learning offices on Hampshire College, Smith College,

Amherst College, and Mt. Holyoke College campuses). These are the programs we send our

tutor-mentors into every week to provide service, or assist the organization in the facilitation of

events. We also work with community partners to educate educators from outside the community

on the culturally revel vent knowledge needed to provide a quality impact. All community

partners are in support if the organization. They would evaluate impact based on if the service

we provided improved their program, how well we were able to work with their program staff,

how well tutor/mentors worked with students, and other agreed upon outcomes.


UMass Students and Underrepresented Student body- UMass students, especially

underrepresented students (low income, first generation, students of color) are also stakeholders.

Student Bridges has a goal to advocate for increased educational access and attainment for

students underrepresented in higher education and on the University of Massachusetts Amherst

campus. Student Bridges mainly does this through the CEO mentor program, and

professional/academic development workshops. Additionally, we provide service by spreading

ideas of social justice, equality and inclusion around campus. Student tuition dollars also help

fund the organization. While underrepresented students, and the majority of the campus body

support the organization, there are conservative student groups who do not. Student stakeholders

would evaluate success in-terms of the frequency and quality of on-campus programs, and efforts

to encourage a more inclusive campus environment for everyone.

Student Bridges Staff- Student Bridges in run by a staff of 22 fulltime UMass students. Without

the time and effort these students dedicate to the organization weekly, it could not operate.

Student Bridges staff are affected by the organization because it provides them with a sphere in

which they can develop their skills, a team in which they can call their family, and always

essential: a pay check. Student Bridge staff members support the organization, and continue to

support the organization even after they graduate. Their evaluation criteria would primarily

include; are people attending their programs, and are programs positively impacting the

communities they serve.

Important Evaluation Questions:

Is Student Bridges facilitating the activities and events they have annually committed to?

How many people are attending the events?


Are all stakeholders who attend events experiencing expected learning outcomes?

Are students feeling supported, experiencing academic success, and obtaining college positive

information?

Student Bridges Process, Output, and Outcome/Impact Evaluation Design

Process Evaluation:

1. Activity: Teach tutor-mentors; send tutor mentors to community partner site

Measurement Indicator: Tutor-Mentor Class attendance, Tutor-mentor site attendance per

semester

Source: Student Bridges class records; site records

Panel Design

No Control

Repeated Treatment design -observations at the end of each week.

x O1, O2, O3…. O14, x O15, O16….. O28 x O29, O30…. O42 x…..

2. Activity: Host events each semester Hip Hop Revolution, Hip Hop Arts, Springfield/ Holyoke

Bounds, Campus Tours

Measurement Indicator: Number of people who attend events each semester

Source: Student Bridges COCA Event Records

Longitudinal Design


No Control

Repeated Treatment design -observations at end of each semester.

O1, O2, x O3, O4 x O5, O6 x O7, O8

3. Activity: Facilitate programing aimed to improve academic/ professional success for

underrepresented students

Measurement Indicator: Number of people who attend workshops each semester

Source: Student Bridges retention event records

Longitudinal Design

No control

Repeated Treatment design -observations at end of each semester.

x O1, O2, x O3, O4 x O5, O6 x O7, O8

Output Evaluation

4. Outcome: Tutor-mentors learn skills necessary to become effective tutor-mentors; tutor

mentors learn intended social justice theory

Measurement indicator: Pre-course assessment then final exam assessing student

outcomes outlined in syllibi each semester

Source: Student Bridges Class records

Longitudinal Design

Control: No control

Weak pretest posttest treatment no control design

O1 x O2


5. Output: Students and parents from underrepresented communities attend events and learn

intended information

Measurement Indicator: Survey participating students and parents from underrepresented

communities if event increased college awareness

Source: Student Bridges COCA event evaluations

Cross-sectional analysis design

Weak Pretest posttest treatment no control design

O1 x O2

6. Output: Underrepresented UMass students attend events and learn intended skills and

information

Measurement Indicator: Survey participating underrepresented students if they feel they

have gained knowledge, and skills that will allow them to be more successful

Source: Student Bridges Retention event evaluations

Cross-sectional analysis design

Control: UMass underrepresented students who do not attend events

Weak pretest posttest treatment control design

O1 x O2

O1 O2

Outcome Evaluations

7. Outcome: Mentees have improved academic success

Measurement Indicator: Student test scores

Source: School records


Panel Design

Control: random selection students in the same classes without tutor-mentors

Pretest posttest treatment control design

O1, O2, O3 x O4, O5, O6

O1, O2, O3 O4, O5, O6

8. Outcome: Increase number of students from Springfield and Holyoke involved in student

bridges programs enrolling in college

Measurement Indicator: Graduation rates for students

Source: School records

Panel Design

Control: Students not involved in Student Bridges programing from same community

Weak posttest treatment control design

x O1

O1

9. Outcome: Increase UMass underrepresented student retention rates

Measurement Indicator: Underrepresented UMass student graduation rates

Source: UMass graduation records

Longitudinal Design

Control: UConn underrepresented student population- comparable in size and retention

rates

Pretest posttest treatment control design

O1 O2 O3 O4 O5 x O6 O7 O8 O9 O10

O1 O2 O3 O4 O5 O6 O7 O8 O9 O10


Conclusion

Even if you look across all the universities in the nation, it is unlikely that you will come

across a student run organization like Student Bridges. It is a complex organization, continuously

changing, and expanding. As students graduate, others with different skills and philosophies take

their place. This year, I am graduating from UMass, which means a new person will take my

place as the evaluation coordinator. Over the years the organization has faced a challenge in

which, we know we do great work, and the people we serve express admiration for the work that

we do, but we have not had the skill set to effectively measure these processes. Thus, I want this

evaluation to serve as a template Student Bridges will use to measure success moving into the

future.

In this evaluation I have identified the primary mission of the organization is to: facilitate

programs that increase college access, awareness and success for underrepresented students on

and off the UMass campus. I have identified essential stakeholders to be UMass administration,

the UMass student body, and members of Springfield and Holyoke communities; additionally,

community partners, tutor-mentors and Student Bridges staff. I have also identified the

evaluation of SB programs should primarily surround: frequency in which we are facilitating

activities, amount of people attending those activities, and the impact those activities have on the

university and people who attend.

Based on a preliminary evaluation of the processes from the 2014-2015 academic year, I

would conclude that Student Bridges has experienced great success. Hip-hop Revolution,

COCA’s premiere event brought together over 40 volunteers, and thirteen non-profits who

accumulated a combine 240 hours of community service; providing college-positive information


to over 200 attendees a semester. Additionally, COCA hosted Springfield and Holyoke Bounds,

and facilitated over 20 tours. Retention, hosted 20 academic programs, and united 20 mentorship

pairs. Policy advocacy, organized campaigns such as the “Hands up, Don’t Shoot” Rally, Stand

Against Racism Rally, Black Lives Matter Walkout, and the Die-ins which resulted in

Chancellor Subbaswamy creating a diversity committee aimed at increasing the rate of

underrepresented students by 5% with the next 5 years. And tutor-mentors completed a

combined 2000+ hours of service. As such, it is apparent that the organization is spending its

money efficiently, and purposefully. For next year, the organization could substantially benefit

from more in-depth outcome evaluations that would also expose areas of needed improvement;

that way the organization can continue to grow and develop.

Documents

Final Evaluation Project