Title
Final Evaluation Report Bridging the Gap
Author(s)
Hal Kramer; Brian Johnson
Published
2015
Abstract
This report details a four-­‐month snapshot summative evaluation of the Bridging the Gap (BTG) program at the Wildlife Conservation Society. A snapshot summative evaluation in this instance means that the evaluation occurred as the program was concluding, but was not intended to evaluate the totality of the three-­‐year program. The study sought to 1) better understand the effect the program had on teen participants’ interest in pursuing a career in zoos and aquariums; 2) identify how BTG may have transformed students’ attitudes on any element associated with the program (STEM, careers, college, zoos, etc); and 3) identify components of the program that were particularly successful or effective. The findings of this evaluation may assist WCS in seeking funding to continue offering Bridging the Gap to New York City teens, and streamlining program efficacy. Data were collected in two ways. First, feedback was received via an online survey from 84 students and 17 mentors. Second, a WCS evaluator conducted a card-­‐sorting activity and accompanying in-­‐person interviews with 29 students. Summary of Principal Findings: On career ambitions: • 69 of the 84 participants (82%) from the online survey selected a 4 or 5 on the Likert Scale (1-­‐5), indicating that they planned on pursing a STEM career. • 20 out of the 29 students (69%) who participated in the card sorting activity stated their intention to go into a STEM field. Of those 20, 12 students stated their intention to work with zoos, aquariums, or animals. The internship was the activity that prompted the most students to reflect on their future careers. On the functionality of Bridging the Gap: • Students identified internships and animal interactions/experiences as the most enjoyable part of BTG and the internship as the most educational part of BTG. Activities identified as unenjoyable or less educational were nearly all due to a personal preference and/or perceived redundancies in content. • Students said if they could change any part of the program it would be to adjust the after-­‐school scheduling and to have more animal interaction. • Mentors identified discussions about college as being the most beneficial element of the program for students, but noted that the frankness and frequency of all discussions (regardless of topic) were also significant. Additionally, the mentors valued getting to share their experiences with students. • Mentors’ primary suggestion for improvement was to adjust the after-­‐school mentoring sessions to be more accommodating to their schedules, and to include mentors in the planning of such sessions. On how student’s attitudes changed: • Data from the online survey suggests that students changed their attitudes most often about applying for college. Final Evaluation Report for Bridging the Gap, Page 3 • Interview data suggests that students’ change in attitude was primarily about themselves (i.e. growth of self-­‐awareness, clarification of ambitions, strengths, and weaknesses) and about the breadth of zoo work.
Keywords
education; evaluation

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