Running head: FIRST CONNECTION 1

First Connection at Lake Forest College

Jazminn Williams and Periana Wilson

Loyola University Chicago

FIRST CONNECTION 2

TABLE OF CONTENTS

PROGRAM BACKGROUND........................................................................................................4

PROGRAM STRUCTURE ............................................................................................................6

PROGRAM FOCUS ....................................................................................................................... 7

CONCEPTUAL FRAMEWORK ................................................................................................... 8

PROGRAM GOALS & LOGIC MODEL .................................................................................... 11

ASSESSMENT PURPOSE .......................................................................................................... 16

UTILITY OF ASSESSMENT ...................................................................................................... 17

GENERAL ASSESSMENT APPROACH ................................................................................... 17

ASSESSMENT QUESTIONS ...................................................................................................... 18

WHAT THE PROGRAM KNOWS ............................................................................................. 18

QUANTITATIVE APPROACH. .................................................................................................19

SURVEY POPULATION ............................................................................................................20

SURVEY INSTRUMENT ............................................................................................................ 21

PILOT DESIGN.............................................................................................................................22

SURVEY ADMINISTRATION ................................................................................................... 23

STATISTICAL ANALYSIS ........................................................................................................24

PRESENTATION OF RESULTS ................................................................................................ 25

LIMITATIONS… ......................................................................................................................... 26

QUALITATIVE APPROACH& ASSESSMENT DESIGN ........................................................ 26

PARTICIPANT SELECTION ...................................................................................................... 28

PROTOCOL INSTRUMENT ....................................................................................................... 29

QUALITATIVE ANALYTIC PLAN ........................................................................................... 32

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PRESENTATION OF RESULTS ................................................................................................ 34

LIMITATIONS ............................................................................................................................. 35

OVERALL LIMITATIONS. ........................................................................................................ 36

TIMELINE AND NEXT STEPS .................................................................................................. 37

BUDGET. ..................................................................................................................................... 38

REFERENCES ............................................................................................................................. 39

APPENDICES .............................................................................................................................. 41

A. LOGIC MODEL ...................................................................................................................... 41

B. ASSESSMENT MAP ............................................................................................................... 43

C. QUANTITATIVE SURVEY MAP .........................................................................................48

D. QUANTITATIVE SURVEY INSTRUMENT ........................................................................ 64

E. CONSENT FORM ................................................................................................................... 69

F. DEMOGRAPHIC FORM ......................................................................................................... 71

G. INTERVIEW PROTOCOL ..................................................................................................... 72

H. EMAIL TEMPLATES ............................................................................................................. 76

I. BUDGET ................................................................................................................................... 77

J. FINAL POWERPOINT PRESENTATION .............................................................................. 78

L. TIMELINE ............................................................................................................................... 83

M. SURVEY EMAIL TEMPLATE............................................................................................ 84

FIRST CONNECTION 4

Program Background

First Connection is a six-day pre-orientation program created in 2007 to enhance the

transition of first-year underserved and underrepresented undergraduate college students (First

Connection, n.d.). Housed within the Office of Intercultural Relations (OIR) at Lake Forest

College, First Connection intentionally brings students together who hold a host of identities

(First Connection, n.d.). Due to the intentionality of enhancing students’ cultural awareness and

understanding, students who participate in the program are traditionally considered students of

color, first-generation or first in one’s family to attend college, lesbian, gay, bisexual, transexual

or queer (LGBTQ) and/or international students (First Connection, n.d.). Returning program

participants coordinate and facilitate First Connection programs and activities with the help of

the Assistant Director of Intercultural Relations, Miriam Meza (J. Robinson, personal

communication, September 27, 2017).

The OIR fosters student success for traditionally underrepresented and underserved

groups such as, students of color, first-generation students, international students, and students

who identify as LGBTQ (Office of Intercultural Relations, n.d.). By targeting first-year students

from traditionally underrepresented and underserved groups, and supporting them in their

adjustment to college academically, socially, and culturally, First Connection aligns with OIR’s

mission to foster student success for these specific student populations (J. Robinson, personal

communication, September 27, 2017). The program provides a variety of experiences for

students to develop their understanding, respect, and appreciation for diverse cultures of the

greater campus community, ultimately supporting the institution’s mission to “embrace cultural

diversity…and prepare [students] to become responsible citizens of the global community”

(Mission Statement, n.d.).

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There is evident alignment between the pre-orientation program and the institution’s

strategic plan. One component of the institution’s strategic plan is to “Enhance student success

at the College and improve retention and graduation rates” (Planning Priorities for Lake Forest

College 2013-2018, 2013). Strategies employed to achieve this goal include improving the first-

year experience by increasing transition to college activities and strengthening the quality and

coherence of the co-curricular experience (Planning Priorities for Lake Forest College 2013-

2018, 2013). This is directly connected to one of the program objectives of First Connection,

which is to provide experiences that will support incoming students’ academic and co-curricular

transition to the college (First Connection, n.d.). Data show students who participate in First

Connection have higher retention rates than students who do not participate in the program (J.

Robinson, personal communication, September 27, 2017). Improving graduation and retention

rates are two components explicitly stated in the institution’s strategic plan. First Connection has

a key role in that, as there has been improvement over the last three years (J. Robinson, personal

communication, September 27, 2017).

Jasmin Robinson, Interim Director of the OIR, stated the primary mission of First

Connection is to assist first-year students with their transition into college. By taking place one

week before Fall orientation begins, the program serves as an aide in helping students transition

to the Lake Forest College culture, academic expectations, and familiarity of the college’s

resources (First Connection, n.d.). The program allows students to partake in activities

cultivating academic, social and personal development and learning (J. Robinson, personal

communication, September 27, 2017). Offering three components of learning and development

within the First Connection program—academic support, social interaction and identity

development—enhances students’ overall undergraduate experience (First Connection, n.d.).

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Students work with faculty to get acquainted to college life, course load, time management, and

strategies to ensure success as a college student (First Connection, n.d.). A variety of city

outings and activities are offered for students to acquaint and familiarize students with the

Chicagoland area (J. Robinson, personal communication, September 27, 2017). Team builders,

icebreakers, and mentee/mentor pairings are used to enhance intercultural exchanges throughout

the program (J. Robinson, personal communication, September 27, 2017). First-year students

engage in identity trainings meant to cultivate conversation around their identities and the

implications they have within the Lake Forest College community (J. Robinson, personal

communication, September 27, 2017). Ultimately, the three components foster cultural growth

and social awareness.

Program Structure

Staff who have an active role in the planning and execution of First Connection include:

Interim Director of the OIR, Jasmin Robinson, Assistant Director of Intercultural Programs,

Miriam Meza, Department Assistant, Yvonne Kaminsky, 2 student coordinators (paid positions),

and twenty-one peer mentors (unpaid positions). Jasmin Robinson has worked at Lake Forest

College for three years, and her responsibilities include supervision of the OIR staff, leading

diversity trainings and intergroup dialogues, and overseeing First Connection in her time at the

college (Meet the Staff, n.d.). Miriam Meza is responsible for the culturally focused programs

and events for the college community, and will be taking the lead on First Connection beginning

next year and will be leading assessment efforts in the office (J. Robinson, personal

communication, September 27, 2017). Yvonne Kaminsky provides administrative support to the

department (Meet the Staff, n.d.). The student coordinator’s responsibilities include but are not

limited to budgeting, organizing incoming students’ flights and itineraries, and developing
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programs and activities for participants (J. Robinson, personal communication, September 27,

2017). The peer mentors are responsible for implementing the programming and activities (J.

Robinson, personal communication, September 27, 2017). Organizationally, First Connection is

housed in the OIR which falls within the Division of Student Affairs, thereby reporting to the

Interim Dean of Students, Erin Hoffman.

Though the program is marketed as being required for students with marginalized

identities, it is not actually required, but is highly recommended (J. Robinson, personal

communication, September 27, 2017). Students who participate represent a plethora of diverse

identities; they come from all identity groups the program targets.

Program Focus

The program’s work is guided by four objectives. Firstly, the program provides

experiences that will support incoming students’ academic and co-curricular transition to the

college. Secondly, it creates an opportunity for a meaningful intercultural experience for

incoming students. Thirdly, it allows incoming students to have social networking opportunities

with other participating students, faculty, and staff. Finally, First Connection works to

familiarize incoming students to academic and co-curricular campus resources.

College student development theory is a body of literature that informs student affairs

practice in higher education (Patton et al., 2016). Through conversation with Jasmin Robinson,

she stated there is no particular student development literature, theories or research the program

is rooted in. Anecdotal data, such as staff and students’ experiences drive the influence of First

Connection (personal communication, September 27, 2017). As the program is developed or

reviewed each year by student and staff facilitators, their biases and values inform the decision

making of how the program operates. The program creator has a psychology background;
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however, this year’s focus is finding the best way to tell the program’s story (J. Robinson,

personal communication, September 27, 2017).

The OIR is responsible for covering student populations: women’s center, multicultural,

LGBTQ, African American and Black students, LatinX student population, International

students (J. Robinson, personal communication, September 27, 2017). In December of 2014, the

office identified the Council for the Advancement of Standards in Higher Education (CAS) to

inform their work and programming, however, no follow-up or continuation of using such

standards took place. With the lack of grounded theory or literature guiding the First Connection

program, it is imperative to ground our assessment in professional standards. The Council for

the Advancement of Standards in Higher Education’s Multicultural Student Programs and

Services and Orientation program standards will guide the assessment. First Connection is a pre-

orientation program situated to assist underserved students transition into college. Therefore,

utilizing standards that mostly relate to the population and program goals seems best fit our

assessment proposal.

Conceptual Framework

First Connection is designed to help students transition into life at Lake Forest College.

By providing information and support through a variety of interventions, program stakeholders

invest time and energy to ensure students feel a sense of belonging, understanding of oneself and

the diverse complexities of others, and improve retention rates (First Connection, n.d.). With the

program’s priority being underrepresented students, it is crucial to consider literature related to

Transition Theory, Intersectionality, the Model of Multiple Dimensions of Identity, Inclusive

Design, and Critical Race Theory (CRT).

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First, incorporating an inclusive design, which is defined as purposeful

implementation of programs and activities that recognize the importance of social identity

(Dugan & Munin, 2011), leads to students successfully and critically perceiving, interpreting,

engaging with, and learning in a college setting. While continuing to keep the identities of the

First Connection participants in mind, it is important to acknowledge the ways in which racism is

a permanent aspect of society (Messmore & Davis, 2016, p.3). The program creates a space and

opportunity for students to engage around dialogue related to their social identities, justice and

inclusivity (First Connection Schedule, n.d.). Race and racism are prevalent in higher education;

thus the program promotes understanding and interaction across multiple identities. According

to Hernandez (2016), Critical Race Theory deconstructs systems of power and oppression by

centering individuals lived experiences related to political and racial environments.

Implementing a more critical lens and conversations allows students to understand social

construction of identity and how they individually fit into society and Lake Forest College.

Students enter college with a multitude of identities, rather visible (traditionally, though

not always, race and ethnicity) or hidden (being first-generation). The Model of Multiple

Dimensions of Identity helps educators and students understand the ways in which contextual

influences shapes students’ values, beliefs, attributes and greater understanding of themselves or

interpersonal and intrapersonal development (Abes, Jones & McEwen, 2007). According to

Abes et al. (2007):

The model of multiple dimensions of identity suggest that incorporating meaning-

making capacity into the model would more thoroughly depict the relationship

between context and salience (and self-perceptions) of identity dimensions, as

well as social identities and the core of them. (p. 6)

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By interacting with students from different identities and exploring their own identities,

students will be able to have a better meaning making capacity as they navigate college. Other

aspects of literature assert that student transition is an integral part of student development.

Transitioning from high school to college is a life-changing occurrence for all students, but may

be more of a challenge for students from minoritized backgrounds and those who identify as first

generation. “Students who are underrepresented minorities, first generation, and low-income

face particular barriers that inhibit their academic performance and persistence” (Cabrera, Miner,

Milem, 2013, p. 493). Feelings of marginality are often times permanent for members of target

identity groups and can be heightened even more when transitioning to an institution where they

are in the minority (Patton, Renn, Guido, and Quaye, 2016). Schlossberg, Waters, and Goodman

(1995) developed a transition model that can be applied to students from minoritized

backgrounds, international students, and first-generation students, addressing crises that may

arise as they adjust to being in college or being in a new environment overall. The model

describes anticipated and unanticipated events “that result in changed relationships, routines,

assumptions and roles”. Programs like First Connection are needed to support a positive college

transition for the student population it serves, often easing stress and anxiety that are often

associated with the the numerous changes in the students’ lives.

It is evident, that a positive transition to college is likely to occur if students get engaged

and connected at the institution (Tinto, 2004). This is particularly important for students of color

in a predominantly White institutional environment. “Increasing students’ sense of belonging

may have important implications for their transition to college, their persistence to graduation,

and their ultimate success at college” (e.g., Astin, 1993p. 384). Being a minority on a

predominantly White institution’s campus, students of color often feel as though they do not
FIRST CONNECTION 11

matter or belong, which often times triggers the student and results in leaving the institution or

dropping out. Schlossberg’s Mattering and Marginality theory posits that when students feel

marginalized, they worry often if they matter to anyone (Patton et al., 2016).

In addition to supporting a positive college transition, First Connection also allows

students to make connections with faculty, staff, and other students which fulfills the need for

them to feel a sense of belonging on campus and validates the students’ lived experiences.

Validating students, especially students from minoritized backgrounds, is imperative for their

success in college. Rendon (1994) stated, “Validation reflects a process rather than an end goal

because the more students get validated, the richer the academic experience” (p. 41). Validation

allows students to know that they are enough and that they have a place on their respective

campuses if they can find it; this is especially important for students from high risk backgrounds

because it gives them the encouragement that they need to thrive.

Program Goals & Logic Model

According to the W.K. Kellogg Foundation (2004), “effective program evaluation does

more than collect, analyze, and provide data...it makes it possible for program stakeholders to

gather and use information, to learn continually about and improve programs. “A logic model is

a systematic and visual way to present and share your understanding of the relationships among

the resources you have to operate your program, the activities you plan, and the changes or

results you hope to achieve” (W.K. Kellogg Foundation, 2004, p. 1). A logic model was used to

gain a understanding of the program based on the objectives set out by OIR staff members.

The First Connection program is intended to:

● provide experiences that will support incoming students’ academic and co-

curricular transition to the college

FIRST CONNECTION 12

● create an opportunity for a meaningful intercultural experience for incoming

students

● allow incoming students to have social networking opportunities with other

participating students, faculty, and staff

● familiarize incoming students to academic and co-curricular campus resources

The aforementioned goals fall into broader CAS categories of learning and development.

The program’s priority is to help students transition in life at Lake Forest College (First

Connection, n.d.). To do this, students engage in a transformative experience that is related to the

CAS learning domains of knowledge, humanitarianism and civic engagement, interpersonal

competence and practical competence (Council for the Advancement of Standards in Higher

Education, 2009). The hope of the program is to allow underserved students to gain an

understanding of cultural awareness and knowledge to persist in college (First Connection, n.d.).

A logic model was used to ultimately to describe the sequence of activities, and how

those relate to student learning or the results. As seen in Appendix A, the logic model created

for First Connection includes a breakdown of what goes into the program and how the results

come about. Starting with the need (situation), there is no program assessment conducted by the

OIR to evaluate student learning and development. Due to the lack of evidence, the current staff

in charge of the program is not aware if students participating in the program are meeting the

four program objectives mentioned above. First Connection is a program that requires and

solicits the help of multiple stakeholders, such as the Dean of students, prospective students and

prospective program participants, the Director of Intercultural Relations, and the Assistant

Director of Intercultural Programs.

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A significant amount of time and energy is incorporated into the program. From staff

phone calls to prospective participants, to faculty and the college president being present

throughout the program. Human capital is what keeps the program running: OIR staff, twenty-

one mentors, two student coordinators, one staff advisor, faculty members, community members,

admissions staff and the dean of students. There are a multitude of activities throughout the six-

day experience to ensure ninety students are acclimated on campus, build relationships, and gain

familiarity with the campus and its resources. Students are introduced to residence life, receive

campus identification, tour campus, engage in academic and diversity workshops, and eat in the

dining halls. The program’s activities focus not only on recruitment and the application process,

but transitioning into Lake Forest College, promoting intercultural relationships, building

relationships with the LFC community, and navigating campus resources.

With great inputs and outputs, the program staff need and want to ensure there is also

great impact or learning amongst the student participants. In detail, the logic model describes

three types of outcomes: short-term, medium-term and long-term. The short-term goals describe

immediate results (right after the 6-day program) of participating in the First Connection

program. The medium-term outcomes describe what students will be able to do by the end of

their first year or beginning of their second year at LFC. Lastly, the long-term goal suggests that

after four years of attending LFC, students find a sense of belonging, gain a better idea of their

individual identities, and complete a degree at LFC.

The assumptions presented in the logic model are framed and guided by student

development literature. Student affairs educators who understand multiple underlying

philosophical tenets are in a better position to use and incorporate theories into their work

(Patton et al., 2016). There are five assumptions included in the logic model based on Critical
FIRST CONNECTION 14

Race Theory (CRT), Chickering's Seven Vectors, Mattering vs. Marginality, Intersectionality,

and Involvement Theory. First, students participating in the First Connection will cultivate a

sense of belonging at Lake Forest College. According to Astin (1993), student involvement

theory proposes that meaningful educational engagement in college stimulates increasing

cognitive complexity and involvement theory focuses on the factors that stimulate a college

student’s development (Astin, 1993). Therefore, If students get involved in co-curricular

activities, which is promoted in First Connection, students are more likely to feel a connection to

the institution, and thereby feel as though they belong in college.

Secondly, students will participate in the program because the inclusive design of the

program provides a space for students who are oftentimes not the center of higher education

programming. Thirdly, with the lens of critical social theory, we assume critical conversations

around social identities, power, and privilege will lead to students disrupting dominant

narratives. It is also beneficial to assume that student mentors and coordinators will have the

proper skills to facilitate conversation and activities. With the help of the staff advisor, the

assumption is that students who serve as a mentor or coordinator move fluidly through autonomy

toward interdependence and developing mature interpersonal relationships (Chickering, 1969).

Both student roles are viewed as leadership positions (J. Robinson, personal communication,

September 27, 2017). Students who reach Moving through autonomy toward interdependence

and Developing mature interpersonal relationships, stages 3 and 4 of Chickering’s vectors, gain

skills related to problem-solving, self-direction, and the ability to accept others for who they are

(Chickering, 1969). Another assumption included in the logic model is that intergroup exchange

among the members, student coordinators, staff, faculty and program participants will work

cohesively. Similar to CRT, intersectionality highlights the complexities of lived experiences in

FIRST CONNECTION 15

relation to power and privilege, but intersectionality is concerned with multiple aspects of one’s

identities and how these are experienced in various contexts (Patton et al., 2016). It is also

assumed that for the purposes of this longitudinal assessment, students will be retained and

continue participating so that we can assess their learning and development after their first

semester. The final assumption made is that staff will have the necessary training and skills to

work with the various student populations that the program serves. The multitude of identities

and experiences program stakeholders hold, will contribute to dialogue, awareness, and exposure

of how social identity relates to life at LFC. The aforementioned anecdotal data, is the only

substantial evidence to student learning.

It is also important for us to acknowledge and be mindful of the environmental factors

that may affect the program and its participants. The OIR staff has been restructured by adding

an Assistant Director of Intercultural Programs who now will be overseeing First Connection.

There are new mentees each year, and each group of students is different and may engage in

different ways. There are also some new mentors each year which may affect how programming

is executed. According to Interim Director of the OIR, Jasmin Robinson, mentees are entering

college with higher levels of social anxiety which influences their level of comfort, their level of

self-efficacy, and how they engage with other students, their mentors, and full-time staff. As a

result, this also influences the approach that staff and mentors need to take when engaging with

students. We also must acknowledge that LFC is a predominantly white institution, and

additionally, given the current political climate students holding one or more marginalized

identities may feel more isolated and thereby need more support.

Assessment Purpose
FIRST CONNECTION 16

To date, the only assessment data collected about First Connection are satisfaction

surveys from program participants, and the OIR staff members want more than just a survey (J.

Robinson, personal communication, September 27, 2017). OIR staff members are hoping to gain

insight into the effectiveness of First Connection and how it can be improved to better serve the

needs of the students. They want the program to be better aligned with the mission of the office

and intentionally grounded in student development theory (J. Robinson, personal

communication, September 27, 2017). Therefore, the purpose of this assessment is to improve

the program’s processes as well as understand student attainment of the program’s intended

learning outcomes.

More specifically, this assessment’s purpose is to determine whether students who

engage in First Connection emerge with the intended types of learning and development

expected from participation and to understand any differences between different student

populations related to the outcomes achieved (i.e., across race, gender, domestic or international

status, or first-generation status) Thus, it is imperative that we focus on both processes (the

activities aspect of our logic model and the elements of those activities) and outcomes of the

program. Focusing on both aspects will allow us to see the effectiveness of the program’s

intended outcomes, as well as how various program activites may relate to those outcomes.

Additiona, this assessment will allow the program to determine whether various student

populations are engaging with the program differently through its current processes and

practices.

As students will not demonstrate mastery of the learning and developmental outcomes

until after they have started school, the assessment will be more effective if we assess students

after their first semester, in which they will be midway through the academic year and will have
FIRST CONNECTION 17

had the opportunity to fully engage with the campus, utilize resources, etc. Thus, we will focus

on the medium-term outcomes and implement a cross-sectional approach, in which data are

collected at one point in time (Henning and Roberts, 2016); we will ask students about their

learning and development prior to college and after their first term at the same time in the survey

instrument.

Utility of Assessment at This Time

The Interim Director of the OIR, Assistant Director of Intercultural Programs, and the

Dean of Students are interested in the assessment results of the First Connection Program as the

findings will be used to improve the program and inform how the program is created and

executed in the coming years. It will also be used to show the effectiveness of the program.

“Programs designed to serve low-income, first generation, and racial minority students, are

frequently among the first cut when resources are constrained. Within this context, the inability

to demonstrate impact is often viewed as program ineffectiveness” (Cabrera, Milem, and Miner,

2013, p. 494). With this in mind, the assessment results will also be used to show how First

Connection influences program participants, which will further validate the need for the program

and those like it.

Proposed Assessment Approach

Assessment is used to get a valuable, well-rounded picture of organizational effectiveness

(Henning & Roberts, 2016, p. 5). According to Henning and Roberts (2016), “the assessment

can address the effectiveness of a program, service, unit, department, division or learning that

occurs…” (p. 5). A formative assessment will be used to evaluate and measure learning that

occurs from participating in First Connection at Lake Forest College. In order to assess the

learning and development of student participants, a formative approach will be used to provide
FIRST CONNECTION 18

continuous feedback to a program so changes can be made before the next cycle of the program

occurs (Henning & Roberts, 2016). As mentioned in the logic model, the specific categories of

outcomes we propose to assess include (1) transitioning to Lake Forest College, (2) promote

intercultural relationships, (3) build relationships with Lake Forest College community, and (4)

navigate Lake Forest College. These outcomes are important because they align directly with

the programs objectives and institution’s mission. The larger purpose of our assessment is to

assess learning as a result of the program. With no prior assessment to measure learning, we felt

it is important to evaluate the First Connection program. We believe the purpose and objectives

of the program are important for students who hold marginalized identities to gain support and

information not often explicitly given out to their population. We plan to assess students after

their first semester of college to determine whether the program is successful in meeting its

learning and developmental outcomes across the four areas that are identified in its objectives.

Assessment Questions

We hope to answer the following questions:

1. In what ways does the program nurture diversity, support participants’ transition to Lake

Forest College, help students develop interpersonal competencies, and help students

navigate the campus as new students?

2. How do different groups of students achieve the learning outcomes? (i.e. students from

different racial backgrounds, domestic students vs. international students, first-generation

students, students who identify as LGBTQ, etc.)

What the Program Already Knows

As mentioned above, the program currently does not do any formal assessment of First

Connection, however they do administer satisfaction surveys after the program’s completion.
FIRST CONNECTION 19

This survey only assesses whether or not the student enjoyed the program as well as how

satisfied they were with each of the activities/components of the program. According to data

from the institution’s strategic plan, first-to-second-year retention last fall was 85% and is

expected to continue on an upward trajectory (Planning Priorities for Lake Forest College 2013-

2018, 2013). Interim Director of OIR, Jasmin Robinson, stated that First Connection is one of

the reasons for this increase (J. Robinson, personal communication, September 27, 2017). It is

our hope to gain access to institutional data such as retention rates and graduation rates that are

disaggregated by certain demographic criteria such as race, ethnicity, sex, socioeconomic status,

and whether the student identifies as first generation. Having this information will allow us to

further assess how effective the program is for each student population collectively.

Quantitative Assessment Approach

We will use a cross-sectional, correlational quantitative design for our data collection. In

a cross-sectional design, data are obtained at one point in time as opposed to over a longer period

of time (Henning and Roberts, 2016). Correlational designs are used to explore whether two or

more variables are related; while this type of design examines relationships between variables, it

does not determine causation, or that one variable causes another (Henning and Roberts,

2016). Thus, utilizing a cross sectional, correlational quantitative design will allow us to answer

our assessment questions, which are whether students who participate in First Connection

achieve the medium-term learning outcomes after their first semester at LFC and whether there

are differences in the achievement of these outcomes across particular student groups (i.e.,

students from diverse racial/ethnic backgrounds, countries of origin, parental educational

backgrounds, and First Connection program participation status).

Using this quantitative design, we will collect data at a specific point in time, after
FIRST CONNECTION 20

students have completed their first semester of college, and examine relationships between the

medium-term learning outcomes of First Connection and certain elements of the program. We

plan to assess students after their first semester of college to determine whether the program is

successful in meeting its learning and developmental outcomes across the four areas that are

identified in its objectives and in our assessment question. By the end of their first semester,

students should have developed (or started developing) the learning competencies associated

with First Connection, and waiting to assess them will give more accurate results as to whether

they actually achieved these outcomes rather than assessing them immediately after the program.

As noted in a previous section, we will use a comparison group of similarly identified

students who did not participate in the First Connection program to compare their learning and

development with program participants to examine whether there are differences in the

achievement of medium-term learning outcomes related to program participation. Because

program participants could have achieved the stated outcomes associated with the program’s

objectives through a variety of ways, it is important for us to see how the comparison group

differs in learning and development in these same areas. Utilizing a comparison group will also

allow us to further compare survey results across the various social identity groups, which will

give us a more informed answer to our second assessment question, which explores how the

different groups achieve the stated learning outcomes.

Survey Population

In order to assess how effective the First Connection program is in meeting its program

outcomes, the survey will be administered to all First Connection participants (approximately

100 students) at the end of their first semester at Lake Forest College. Similarly, a group of 100

fist-year students who were non-program participants will be surveyed as well, to compare the
FIRST CONNECTION 21

results of how well learning outcomes were met for each group of students. The group of non-

program participants will share similar characteristics as the First Connection participants. As

such, the comparison group will include first year students that hold any combination of the

following identities: first generation, international, LGBTQ identified, marginalized racial

identity(ies), and low socioeconomic status.

Survey Instrument

The quantitative survey instrument, which will be administered through Google Forms

(see Appendix D), includes fifty-one items, with 58% (30 items) of them utilizing ordinal Likert

scales ranging from “Not at all (1)” to “Quite a bit (4).” Approximately 31% (17 items) of the

survey items are nominal categorical questions requiring the student to either select as many

responses that apply to them or simply respond yes or no to the item. The remaining 7% (4

items) of questions, are open-ended questions, allowing for the student to fill in their own

responses. All of the open-ended questions are demographic items. The survey should take

between fifteen and twenty minutes to complete at most. It is divided into six different sections;

the first four sections relate to the program’s intended outcomes we are assessing. They are as

follows: Transition to LFC, Intercultural Relationships, Building Relationships with the LFC

Community, and Navigating LFC. The last two sections are related to Satisfaction and

Demographics, respectively. The demographic information gathered will be used to

disaggregate the data by different social identity groups in order to assess how the various groups

meet the program’s intended goals, which will answer our second assessment question. The final

questions ask students if they would be willing to participate in a focus group, and if so to

provide their email address. This will aid us in securing student participants for focus groups in

the qualitative portion of the assessment, which will allow us to gather more information about
FIRST CONNECTION 22

some of the information acquired in the quantitative survey instrument, as well as allow us to

assess more process-related elements of First Connection.

Since a comparison group of non-program participants will also be surveyed, certain

items must be removed from the survey as they directly reference First Connection which non-

program participants will not be able to attest to. A separate survey for the comparison group

will be created and include intentional framing around wanting to learn more about LFC’s first-

year students’ experience during their first semester. It will mirror the survey instrument for First

Connection participants (see Appendix D), but items 1, 2, 26, and 34-40 will be removed.

Therefore, the comparison group’s survey will include forty-two items. Additionally, if students

are commuter/their Peer Mentor did not enhance their sense of belonging, they will be directed to

questions 41 and 33.

Pilot Design

Henning and Roberts (2016) mention the four key steps to a successful pilot study, and

they are as follows: have colleagues review, have potential participants review, small pilot study,

and final review by survey developers. Since this is the first substantial form of assessment that

will be done on the First Connection program, this assessment in itself is a pilot or trial run for

future assessment; however, we will implement a pilot design because we believe that doing so is

essential for this assessment’s success because it will allow us to make any necessary changes

before launching this survey, getting the survey as close to perfection as possible. First, we will

have colleagues from OIR review the survey and get their input. Then, 21 First Connection

mentors will be sent an email from Miriam Meza, Assistant Director of Intercultural Programs,

requesting their participation; we plan to pilot our survey on the 21 peer mentors since they have

all participated in the First Connection program as a first-year student. Because of this, they hold
FIRST CONNECTION 23

the same identities as the current First Connection participants. They will also be able to offer

feedback regarding language used in the survey and whether it will make sense to first-year

students, whether the survey is too long, or whether we neglected to ask about certain

experiences. Afterwards, we will review the survey once more making final edits and

revisions. This process will take place over the course of one month.

Survey Administration

Our survey will be administered online. Students will receive an email with a link to the

survey (see Appendix D). Sending the survey link embedded in an email is the easiest way to

track student responses. Miriam Meza, Assistant Director of Intercultural Programs, is listed as

our main contact on the survey. We will send out the email with the surveys to both groups

(First Connection participants and comparison group) towards the beginning of November, two

weeks prior to the Thanksgiving holiday. This will allow a three-week period for students to

respond to the survey (including the week of Thanksgiving), as we will have surveys due at the

end of November. We will follow up with a reminder about taking the survey each week after

the initial email is sent out and with a final reminder one day before the survey closes. Three

weeks is more than enough time for students who are interested in taking the survey.

A First Connection Reunion will also be planned for the end November (the same day

that the survey closes). All First Connection participants will be invited to attend this

reunion. There will be several computers on site at this reunion, and students will be encouraged

to complete the First Connection survey while at the reunion. This reunion, in addition to a

surplus of free food offered at this event will serve as an indirect incentive for completing the

survey. Though it is not required for students to complete the survey in order to attend the

reunion, having the reunion and offering free food to students on the same day that the survey
FIRST CONNECTION 24

closes is an intentional method to garner more survey responses. Similarly, for the comparison

group, a meet and greet will be hosted the day before the application closes. Students will be

encouraged to stop by OIR to meet the staff, meet other students, and have some

food. Computers will be available, and students will be able to complete the survey if they so

choose. Again, the indirect incentive is the food as well as the opportunity to meet new

people. The direct incentive for both groups is that they will be entered into a raffle to win a

$150 Amazon gift card and they will be able to offer their feedback, which will help future

program participants and prospective students.

Beginning in November will allow us enough time to survey students before final exams

begin. Offering a reunion one week prior to the start of finals will also give students an

opportunity to reflect on the semester and do something fun before they become overwhelmed

with final exams and assignments. Surveying students in November, which is close to the end of

the semester, will allow us to see how students have achieved learning and developmental

outcomes associated with First Connection, which are the medium-term outcomes that we plan to

assess. Given the logic model (Appendix A), if students gain learning from short-term outcomes

or engaging in the program, First Connection expects that students will learn and develop over

the course of the first term in ways the medium-term outcomes explain in the logic

model. Because of the proposed correlational assessment design, waiting until the end of the

semester will allow us to actually see if students did certain things, participated in certain

activities, and used certain resources that would relate to students meeting the program’s

medium-term outcomes.

Statistical Analyses
FIRST CONNECTION 25

The type of statistical analyses we chose to utilize are inferential statistics. We will use

this type of analysis to draw conclusions about both program participants and the comparison

group (Henning & Roberts, 2016). The assessed samples will help infer the findings to the

broader population. Descriptive statistics are fitting, however, this type of statistics applies to

collected data only (Henning & Roberts, 2016). We are looking to do more than describe the data

(Henning & Roberts, 2016). Independent-sample t test will be used to compare the means

between participant and non-participants “to see if the difference is statistically significant”

(Henning & Roberts, 2016, p. 147). We will compare the means of the survey items that relate

to the medium-term outcomes. Next, analysis of variance (ANOVA), “similar to t-tests in that it

measures differences between means, but with three or more groups” will be used (Henning &

Roberts, 2016, p. 147). ANOVA will be used for racial/ethnic, age, first-generation and

international student group comparisons. Lastly, correlational analyses will be used to determine

whether there are significant relationships between two items on the survey or process-related

questions. “Correlation describes the relationship between two variables” (Henning & Roberts,

2016, p. 140). The two variables include survey items and medium-term outcomes. After

collecting survey results, we will use the aforementioned analyses to compare means by looking

at each group.

Presentation of Results

In the final report, we will provide an overview of evaluation results and findings. We

will utilize tables to summarize and display the different levels of achievement of learning

outcomes across various groups: program participants/non-program participants, ethnic/racial

age, international and first-generation students. Tables will be used to present our results in a

digestible manner. The tables will include highlights of the conducted survey, as well as, a
FIRST CONNECTION 26

breakdown of demographic items, learning outcome items and process-related aspects of the

program. The final report will be presented to all program stakeholders: survey participants,

prospective LFC students, prospective program participants, OIR staff, university faculty, staff,

and community organizations affiliated with First Connection.

Limitations

Our presentation will also include limitations. Our survey can only measure so much

information quantitatively. There are multiple departments on campus that look to assess their

services and student learning throughout the first term. The first limitation to a quantitative

approach is survey fatigue. Although incentives are offered, and students benefit both directly

and indirectly, our survey may not be the first taken at the end of the Fall term, resulting in less

participation. The survey asks students about their perception, attitudes and behavior; however it

does not give the full picture or experience of the student experience. Given the proposed

outcomes, the survey items may make students alter a chosen response based on social

desirability bias, or making the respondent look favorable to others (Porter, 2011). The need to

respond in a favorable manner is another drawback to this approach. A final limitation, of many,

is that some learning outcomes are difficult to measure quantitatively. This includes describing

the benefit of meeting others and getting involved, articulating the difference between individual

customs and values, and describing one way students’ engage in intercultural exchange. The

quantitative approach and analyses captures a portion of why learning outcomes are met or not,

but not how meanings are holistically formed and transformed (Henning & Roberts, 2016). We

will further our assessment by using Semi-structured interviews described in throughout the

qualitative approach.

Qualitative Approach & Assessment Design

FIRST CONNECTION 27

A qualitative approach will be used to better understand First Connection participants’

inner experiences by taking a holistic approach to our assessment (Henning & Roberts, 2016).

The best fitting assessment design we will utilize is a narrative approach. According to Henning

and Roberts, “authentic narratives reflect a participant’s experiences and meaning he or she

makes of those experiences” (p. 152). To ensure we capture the whole experience of First

Connection participants and answer our assessment questions, (1) In what ways does the

program nurture diversity, support participants’ transition to Lake Forest College, help students

develop interpersonal competencies, and help students navigate the campus as new students? and

(2) How do different groups of students achieve the learning outcomes? (i.e. students from

different racial backgrounds, domestic students vs. international students, first-generation

students, students who identify as LGBTQ, etc.), the chosen design will help to “explore how

meanings are formed and transformed” (Henning & Roberts, 2016). We hope a narrative

approach will highlight the individual stories and lived experiences associated with the proposed

learning outcomes and process-related elements of the program.

For our qualitative method, we will use semi-structured interviews (SSI) with First

Connection program participants. This method allows us to interview conversationally, with one

participant at a time (Adams, 2010). Semi-structured interviews consist of open and closed-

ended questions that are typically followed by why or how questions (Adams, 2010). SSI will

help answer our proposed assessment questions because it gives an opportunity for engaging

dialogue, an opportunity to gather each participant's’ thoughts and experiences during First

Connection and time at Lake Forest College, and an opportunity to address important questions

included in the quantitative survey that require a more in-depth approach (Adams, 2010). In

order to gain a better understanding of why participants respond to survey items in a particular
FIRST CONNECTION 28

manner, interviews will be conducted post-survey. Any data not captured in the survey will

allow participants to expand on their First Connection experience to supplement survey

responses in the semi-structured interview (Adams, 2010).

Participant Selection

Interview participants will be selected based on their response to quantitative survey item

number 54, which asks students whether they would be willing to participate in an interview (See

Appendix C). Students will also be reached out to for interviews if they scored extremely low or

extremely high on the learning outcome related items as this will allow us to delve deeper into

these students’ experiences which will hopefully allude to what went really well in the program

or what did not. With most of the learning outcomes explored in the quantitative survey (See

Appendix C), we asked if students were able to do certain things, highlighting whether they met

the specified outcomes, however in the SSI, we will be able to explore whether or not First

Connection enabled them to meet the outcomes, what aspects of the First Connection helped

them meet the outcome, how exactly they can demonstrate that they met the outcome, and

retrospectively, what they wish they would have learned in First Connection that would have

helped them in their first semester of adjusting to college. Since there are approximately 90 First

Connection participants, all whom will be invited to take the survey, we hope that at least half

will respond to the survey and half of those who respond to the survey will respond yes to

participating in an interview. Survey participants who respond yes to survey item number 54

will be sent an email inviting them to participate in an interview regarding their First Connection

experience (See Appendix H). In addition, an informed consent form that participants must sign

at the beginning of the interview (See Appendix E) and a participant demographic form (See

Appendix F) will be given to students at the beginning of their interview to complete. The
FIRST CONNECTION 29

participant demographic form will ask about the student’s age, their first-generation status,

whether they are an international student, their gender, and their racial/ethnic identity. Gathering

this data will allow us to answer our second question which explores how different social

identity groups met First Connection’s learning and programmatic outcomes and overall how

they experienced the program.

Protocol Instrument

The interview will last approximately 60 minutes; however it could last longer or shorter

depending on the interviewee and how much they share. Interviews will take place in the

basement of the Rosemary House (where OIR is housed) which will provide privacy since the

space has closed doors and is not located too close to OIR staff members’ offices. Though the

space has tables and chairs, it is not set up in a manner like an office where the staff member is

behind their desk and the student is elsewhere because office spaces can sometimes create an

unconscious power dynamic between the student and the professional. The student will be able

to sit wherever they choose, and there should be some level of comfortability in the space since

the student will have spent some time in the space at some point during the program. Interviews

will take place anytime during the workweek (Monday – Friday) between 10 a.m. – 6 p.m. in

order to provide flexibility in scheduling to accommodate students’ work schedule, class

schedule, and any other obligations they may have. A $10 gift card to Starbucks will be

provided as an incentive for participation in the interview. However, it is our hope that students

will participate because they want to contribute to improving the experiences of future First

Connection participants and improving the program overall.

Interviews will be conducted by assessors, Jazminn Williams and Periana Wilson. For

each interview, we will alternate who facilitates the interview. As neither of us has relationships
FIRST CONNECTION 30

with any of the students that will be interviewed, we will have to spend some time at the

beginning of the interview building trust and rapport; this will be done by engaging in small talk

with the interviewee, as well as providing them with information about the purpose of the

interview, how the information will be used, and how confidential the responses will be

(Henning and Roberts, 2016). We will inform participants in advance that we will be taking

notes during the interview and recording the interview with their permission. Though audio

recording can make students feel uncomfortable and negatively impact how much they share

during the interview, this method has less of a negative impact than video recording, especially if

we use a smartphone or other small gadget that students would be familiar with (Henning and

Roberts, 2016). Taking notes during the interview can make students feel as though the

interviewer is not fully engaged and is not fully listening to them, and therefore does not value

their input; additionally, taking detailed notes during an interview requires attention to detail

during the interview which can be hard when trying to focus on the student as well as having

good notes. Thus, the use of audio recording and taking notes is useful because recording the

interview will allow us to take less notes and focus more on the student during the interview

which will help the student feel more at ease and allow the interviewer to be more engaged in the

conversation, while also allowing for more than just the audio recording as data (Henning and

Roberts, 2016).

The interview protocol begins with a preliminary section that outlines the purpose of the

interview, how the data gathered will be used, the confidentiality of the interview, and the

process for the interview (how it will be run, how long it will last, etc.). It is followed by four

other sections that align with the program’s objectives and the different sections of the

quantitative survey instrument (See Appendix C) which are: overall First Connection experience,
FIRST CONNECTION 31

academic and cocurricular transition to LFC, intercultural experiences, and social networking

opportunities with faculty, staff, and other students (See Appendix G). Having the interview

questions relate to the survey questions will allow us to further explore the survey data as well as

give the survey data a deeper meaning which will be more powerful when the data is presented.

The interview questions ask about content from a lot of the quantitative survey items so that the

relationships of the outcomes and processes of First Connection can be analyzed further (See

Appendix G).

The quantitative survey instrument concludes at the end of November and the students’

semester ends the first or second week in December, therefore, interviews will begin in mid-

January when students return from Winter break and continue into February. This will allow

enough time for quantitative data to be analyzed as well as account for the students’ Winter

break. We hope that this will also allow participants to further reflect on their experiences from

their first semester of college. By this time, students will have completed their first term and will

be able to demonstrate what they have learned, how well they have or have not transitioned and

adjusted to LFC, and how First Connection did or did not help them in their transition.

Similar to the quantitative survey instrument, we will pilot the interview questions on

First Connection mentors since they were previously program participants during their first year

at LFC. Pilot testing will help “ensure that the questions being asked will be understood as

intended… and indicate how much time will be needed to obtain the required answers” (Henning

and Roberts, 2016, p. 174). Since the students we will interview are first-year students, we want

to ensure that we ask questions that are clear and understandable for a first-year college student.

Pilot testing the interview will allow us to seek feedback on the prompts and identify questions
FIRST CONNECTION 32

that need further clarification before actually launching the actual interviews (Henning and

Roberts, 2016).

Qualitative Analytic Plan

Our semi-structured interviews will be recorded and transcribed afterwards, and notes

will be taken during the interviews as well. The interviews will be analyzed using the transcripts

and the interviewer’s notes. We plan to utilize an inductive approach to coding in which we will

analyze the data and categorize it into different themes and categories based on the interviewees

responses rather than creating categories in the beginning (Henning and Roberts, 2016). We will

use a construct map to organize emerging codes so that we can visualize all the codes and their

relationship to one another. Using an emerging approach will ensure that the students’

experiences are illuminated and that their narratives are guiding the assessment, rather than

imposing theory on their experiences initially. First Connection participants are students who

hold identities that have generally been erased or pushed to the margins in higher education.

Thus, it is our hope that by using an inductive approach to coding, we will validate the students’

experiences and find ways to further improve First Connection to best serve future program

participants.

We will first use descriptive coding to sort through the data and identify topics or issues

contained in the text (Rogers and Goodrick, 2010). While coding the data, we will start creating

codes based on participants’ responses. While coding the data, we will also use First

Connection’s program outcomes/objectives as starting points for the codes since we know they

are very likely to emerge in the participants’ responses. Data will be coded serially, in which

each transcript will be coded individually to ensure that each student’s story is accurately

depicted as well as to see any patterns that arise in each specific case. Doing this will also serve
FIRST CONNECTION 33

as a method of member checking in that we will write up a summary of each individual’s

interview responses and send them to the student for confirmation that the information and

interpretation is indeed valid (Henning and Roberts, 2016). In addition to this, we will also use

pattern coding to identify any similarities, differences, and patterns that appear within the case

and across cases (Rogers and Goodrick, 2010). We plan to connect the pattern coding to

attribute coding to identify any patterns across different subpopulations within the larger group

which will be gathered from our demographic form (i.e. different racial/ethnic groups, domestic

and international students, first generation or non-first generation, and gender).

The final way the data will be categorized is through attribute coding, which “identifies

the information source in terms of the characteristics of the respondent…” (Rogers and

Goodrick, 2010, p. 438). This method of categorization will be used to answer our second

assessment question which explores how different groups of students experience First

Connection and meet the learning and programmatic goals associated with the program. The

pawing technique will be utilized to identify any key words or phrases that may determine codes

that have emerged. The cutting and sorting technique will be used to identify quotes that may be

of importance, as well as to identify important codes that emerge in the data as well as any

patterns. This technique will aid in exploring the differences across subpopulations within the

larger group.

To ensure validity, several measures will be taken. As mentioned above, member

checking with interviewees will be implemented to ensure validity. In addition to this, after the

data have been coded and analyzed by the assessors, it will be cross checked by three staff

members (Office Manager, Assistant Director of Intercultural Programs, and Director of OIR)

within OIR to confirm the conclusions drawn from the data (Hennings and Roberts, 2016). We
FIRST CONNECTION 34

will test for inter-rater reliability, the extent that each rater agrees on how they are coding, which

allows for consistency in coding and conclusion drawing (Rogers and Goodrick, 2010). Case

analysis meetings will be held, and codes and codes and summaries must be agreed upon by all

raters in order for the codes and conclusions to be included in the final results. Though this will

be very time intensive, it will serve as another source of increased validity and trustworthiness.

To account for personal biases, each rater will be required to write a positionality statement,

reflecting on their identities, beliefs they hold, and how those may influence the way they

analyze the data; these will be shared out to the group in the first case analysis meeting.

Triangulation will also be used since it strengthens claims by collecting information

from different data sources, such as our quantitative survey and the interviews, in conjunction

with student development theory which will help us further understand the findings and further

validate the data and the students’ experiences (Rogers and Goodrick, 2010). Student

development theory such as transition theory, Critical Race Theory, The Model of Multiple

Dimensions of Identity, and Mattering and Marginality theory, as well as literature on first-

generation college students, students of color, and transitioning to college will all be used as a

way to triangulate the data ensuring its validity and increasing its trustworthiness. Triangulation

will help us test out plausible explanations for our findings, speculate why we may have found

certain things in our survey and SSI results, and overall help us make sense of the different

findings and talk about them in ways that are informed by the aforementioned theories.

Presentation of Results

Upon completion of interviewing and coding data, results will be collected and presented

in narrative form based on the number of interviewees (Adams, 2010). A table will be used to

organize the data, incorporating codes, code definitions and illustrative quotes. This approach
FIRST CONNECTION 35

will ensure themes are consolidated and categorized. For the sake of presenting the SSI findings

in ways that answer our assessment question, which is directly related to the program’s

outcomes, we have chosen to present findings in ways that are organized by outcome. The first

column in the table will consist of medium-term and process-related outcomes, with particular

codes that emerged from participants’ responses underneath each outcome that they correspond

with. Definitions of each code will explain the extent of each identified code. Lastly, illustrative

quotes cited from participants will be presented in the last column to highlight relevant themes

from program participant interviews. Results will be presented to all stakeholders: University

faculty, staff, administration, interview participants, prospective students and program partners.

Limitations

A qualitative approach is beneficial to understanding program participants’ experience

from an individualized point of view in narrative form, however limitations exist. With

interviewing, it is time intensive and requires interviewers to be knowledgeable of First

Connection and involves interviewer sophistication (Adams, 2010). The required preparation,

interview process, conducting interviews, and analyzing results, requires labor, time and

significant effort (Adams, 2010). “Semi-structured interviews usually entail the arduous task of

analyzing a huge volume of notes and sometimes many hours of transcripts” (Adams, 2010, p.

2). With the hope to interview about 25 percent of program participants or approximately 22

students, this may result in a large volume of notes and fatigue. However, we will stop

interviewing once redundancies appear in the interviews, and therefore may not interview all 22

targeted First Connection participants. Furthermore, qualitative designs do not touch upon

everything and issues of consistency across interviews can arise (Henning & Roberts, 2016).

Additional issues include data entry errors and sample size limitations. Reaching data saturation
FIRST CONNECTION 36

requires 20 to 60 people at times; this can be unfeasible for staff members to facilitate over 1,200

hours of interviewing (Hennings & Roberts, 2016).

Overall Limitations

As with any assessment, there are limitations. Since students are often over-surveyed and

since the target population is first year students who may not have time to complete the survey,

there is a chance that a lot of students may not respond to the survey; additionally, there is a

chance that some demographic may be more represented than others. There was also no

previous assessment data available for us to reference when preparing this assessment proposal.

Also, it may be a challenge for students taking the survey to accurately recall exactly which First

Connection sessions and activities helped them the most in their adjustment to college. Along

with the possible student selection bias we are also limited by our own biases. Since Jazminn

and Periana share similar identities to one another as well as to some of the program participants,

we need to be careful when evaluating the data not to assert our own opinions onto the data.

Despite the limitations, assessment is still very beneficial because without evaluating

First Connection we will have no insight as to whether or not First Connection is effective and

meets its designated learning and programmatic outcomes. In order to show the necessity for

this program and continue improving it to best serve the students, First Connection needs to

show that it helps students with one or more marginalized identities successfully acclimate to

Lake Forest College. This assessment will be conducted in the future, and as such, it is

imperative that we acknowledge these limitations. As the program continues assessment, the

program will have more and more data to compare. OIR staff who work more closely with First

Connection may also have access to additional data and therefore will have a better idea of where

to focus a future assessment such as GPAs, retention rates, etc.). Jazminn and Periana will most
FIRST CONNECTION 37

likely not be conducting this assessment, therefore, those who do the assessment will need to

accommodate for their own identities and biases to ensure they do not skew data analysis.

Timeline and Next Steps

The timeline for the First Connection assessment begins in November 2017 starting with

survey piloting. After the academic Thanksgiving Break, students will be sent a reminder email

to complete the survey. Three-weeks after the initial launch of the initial survey and the First

Connection Reunion, the Google Form will close. Non-participants will have the same three

weeks to complete the First-year survey. A meet and greet hosted by OIR will give this same

populations free food and the opportunity to take the survey on campus. Semi-structured

interviews will start in mid-January to allow students a chance to get settled with course work

before participating in a 60-minute interviews. Interviewing will take place until February.

Coding for patterns and themes will begin in early March. Both assessors will partake in this

process until the end of April or the remaining of the Spring term if needed. The quantitative

and qualitative final comprehensive report will be reported to program stakeholders during the

summer academic term. Assessment findings will also be emailed out to students who cannot

attend the final report meeting held in the summer. The OIR will take over communication and

the disseminating of findings starting July 2018.

With this being the first assessment measuring learning outcomes, process-related

program elements and satisfaction, we want to ensure the OIR staff has enough time to consume

the findings and implement program changes. Our recommendation would be to incorporate

programmatic changes that are easiest to transition into the 2018 First Connection curriculum.

With First Connection starting in August 2018, we want to acknowledge that all assessment

findings may not be implemented until 2019.

FIRST CONNECTION 38

As mentioned above, Jazminn and Periana will most likely not facilitate this evaluation,

however, the site plans to implement this assessment in 2018, with the hopes of implementing

changes by 2019. Thus, our timeline will be implemented as well, but beginning in November

2018.

Budget

Since we are conducting the First Connection evaluation within an already established

system, there are many costs that Loyola and the CDC offices can absorb that will not add to our

budget (Appendix K). OIR staff members already have a Google account that we can use while

Lake Forest College’s Psychology Department already pays for Audio Notetakers, SPSS

software, printing costs, and physical space like the conference room in the basement of the

Rosemary House where we will conduct our interviews. Our largest expense is the incentive gift

cards provided to interview participants. We estimate around 22 focus group participants and at

$10 each, that is a total of $220. We will also provide a $50 giveaway for 1 person who

completes the survey. In all, our First Connection assessment is expected to cost $420.
FIRST CONNECTION 39

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W.K. Kellogg Foundation. (2004). Using logic models to bring together planning, evaluation,

and action: Logic model development guide. Battle Creek, MI: Author. (required reading:

read only pp. 1-27 and pp. 35-37)

FIRST CONNECTION
Logic Model for First Connection Program Assessment
SITUATION
What is the issue or need driving the
assessment?
-Currently, there is no data on learning
and development of program
participants; the only data collected
are satisfaction surveys.
Who is affected by the issue?
-Participants, peer mentors, student
coordinators, staff, and prospective
program participants/students.
Who is interested in the issue (who are
the stakeholders)?
-Interim Director of The Office of
Intercultural Relations
-Assistant Director of Intercultural
Programs
-Dean of Students
-Prospective students
-Admissions staff
-Various faculty and staff members of
Lake Forest College who help students
navigate campus and play an integral
role in the students’ success.
INPUTS
What we invest (i.e., people,
knowledge, resources, materials):
-Time and support from Interim
Director of The Office of Intercultural
Relations and Dean of Students
-Assistant Director of Intercultural
Programs
-21 peer mentors
-2 student coordinators
-Residence halls for program
participants, mentors, and student
coordinators
-Meals for students
- Faculty members
-President of the college, Provost, and
Dean of Faculty (welcome and
knowledge)
-Other campus spaces for
programming
-Online application for program
participants
-Funding
-Vans for transportation
-Partnership w/ First Presbyterian
Church
Appendix A
OUTPUTS
Activities
What we do:
Recruitment initiatives: --
Individualized phone calls to 90
prospective program participants
who are admitted to the college
(students who disclose certain
demographic information)
Application and interview
process:
-Online application for peer
mentors and student coordinators
-Group interviews for peer
mentors
-Individual interviews for student
coordinators
Events offered:
TRANSITION TO LFC:
-Tours of campus and the greater
Chicagoland area
-Workshops on academic
strategies and success
-Welcome and advice for a
successful 4 years from senior
administrators
-Money management workshops
PROMOTE
INTERCULTURAL
RELATIONSHIPS:
-Interactive diversity, inclusion,
and justice activities
-Critical dialogue about issues of
identity
BUILD RELATIONSHIPS
WITH LFC COMMUNITY:
-Icebreakers and “get to know
you” activities
-Dinner w/ peer mentors
-Meetings regarding life in the
residence halls and learning about
opportunities for leadership and
involvement in residence halls
NAVIGATE LFC CAMPUS
RESOURCES:
-Gaining familiarity w/ campus
resources (i.e. where to get
student ID, moving into their
residence halls, setting up meal
plans, etc.)
-Workshops on academic
strategies and success
-Welcome and advice for a
successful 4 years from senior
administrators
-Icebreakers and “get to know
you” activities
-Money management workshops
-Interactive diversity, inclusion,
and justice activities
-Critical dialogue about issues of
identity
-Workshop on research
opportunities within the college
Participation
Who we reach:
-90 Mentees are incoming 1st
year students who identify as one
or more of the following:
International, U.S. ethnic
minority, LGBTQ and/or first
generation
-20-25 Mentors who are upper-
class students who previously
participated in the program
-2 student coordinators who
previously participated in the
program
-Faculty and staff who contribute
academic and cocurricular such
as college president, provost,
dean of students, dean of faculty,
library staff, Presbyterian Church
staff/volunteers, academic
advisors, and residence life staff
Short-term (Learning/
Awareness)
What are the short- term
results? (IMMEDIATELY
AFTER WEEK-LONG
PROGRAM)
TRANSITION TO LFC:
Students will be able to:
-Explain how and when to
contact their faculty
-Describe how to explore
academic areas of interest
-Identify co-curricular
involvement opportunities
PROMOTE
INTERCULTURAL
RELATIONSHIPS:
Students will be able to:
-explain their own culture,
heritage, and identities
-explain others' culture,
heritage, and identities
BUILD RELATIONSHIPS
WITH LFC COMMUNITY:
Students will be able to:
-identify faculty members that
they want to connect with
-identify at least 3 peers that
they want to build friendships
with
NAVIGATE LFC:
-Identify academic resources
on campus
-Identify other resources on
campus geared towards health
and well being
41
OUTCOMES + IMPACT
Medium-term (Action) Long-term (Conditions)
What are the medium-term What is the ultimate impact?
results? (end of 1 st (over the span of 4 year)
year/beginning of second year) completion, sense of belonging,
better idea of their identity)
TRANSITION TO LFC: TRANSITION TO LFC:
Students will be able to:
Students will be able to:
- Explain value of meeting with -Successfully complete their
faculty member outside of class education in 4-6 years
-Meet with their academic
- Describe the various majors of
interest and requirements for advisor regularly
major completion -Be involved in at least 1 co-
- Articulate the benefit of curricular program, hopefully
in a leadership capacity.
meeting others and getting
involved in activities outside of
class (student organizations, PROMOTE
community service, leadership
INTERCULTURAL
opportunities, co-curricular RELATIONSHIPS:
programs, etc.)
Students will be able to:
PROMOTE
INTERCULTURAL -Cultivate lifelong relationships
with faculty, staff, and peers of
RELATIONSHIPS:
diverse backgrounds
Students will be able to:
- Explain one or more issues of
diversity, inclusion and justice
at Lake Forest College that
impact experiences on campus
BUILD RELATIONSHIPS
- Articulate the difference WITH LFC COMMUNITY:
between individual customs,
Students will be able to:
values, attitudes, beliefs and
another culture -Develop a sense of belonging
at LFC
- Describe one way that you
approach intercultural exchange
with others
NAVIGATE LFC:
BUILD RELATIONSHIPS -Utilize as many resources on
WITH LFC COMMUNITY: campus to help them have a
Students will be able to: successful college career and
graduate
- Describe the importance of
having good relationships with
faculty and staff members
- Identify one benefit of being
involved in a residence hall
community
- Name one time you connected
with your peer mentor after
First Connection
NAVIGATE LFC:
- Locate one resource used
throughout first semester at
Lake Forest College
- Describe at least 1 service that
the Writing Center or Math
Center offers and the
importance of using these for
academic success
- Articulate the importance of
visiting non-academic resources
on campus (Health Center,
Career Advancement Center,
Gates Center, Sport and
Recreation Center, etc.)
FIRST CONNECTION 42

Assumptions: (Beliefs, expectations, and principles that guide our work)

-Students will participate in program (mattering vs. marginality)

-Critical conversations around race, power, and privilege will lead to disrupting dominant narratives (CRT)
-Student coordinators and mentors will have the proper skills to facilitate activities (Chickering vectors)
-Intergroup exchange among the mentors, student coordinators, staff, faculty and participants will work cohesively (intersecti onality)
-Student participants will cultivate a sense of belonging at Lake Forest College (involvement theory)
-For the purposes of this longitudinal assessment, students will be retained and continue participating
-Staff will have the necessary training/facilitation skills to work with the various student populations that the program targ ets

Environment: (Influential factors, either supportive or antagonistic)

-New mentees every year

-Some new mentors every year
-Mentees are entering college with higher levels of anxiety
-Restructuring of the office staff, roles, and responsibilities
-New Assistant Director of Intercultural Programs
-Lake Forest College is a predominantly White institution
-Current political climate
FIRST CONNECTION
Appendix B
Assessment Map for First Connection Evaluation
Program Goals Student Learning
(What should First Outcomes
Connection provide?) (How do you know students
First Connection aims have achieved the program
to provide the goal?)
following categories After engaging in First
of services to Connection, students will be
students: able to:
Program Goal #1: Transfer to Lake Forest College
Goal 1: 1.1 (Outcome 1.1)
First Connection Explain value of meeting
provides experiences with faculty member outside
that will support of class
incoming students’
academic and co-
curricular transition to
the college.
1.2 (Outcome 1.2)
Describe the various majors of
interest and requirements for
major completion
1.3 (Outcome 1.3)
Articulate the benefit of
meeting others and getting
43
Program Activities Process-related
Related to Elements to Assess
Each Outcome (What are the
(What services, components of First
programs, materials Connection’s services,
does First programs, and
Connection provide materials that are of
to participants to most interest?)
accomplish these
outcomes?)
1.1 a Attendance at a. Specific content
First Connection covered in the First
Parent and Family Connection Parent and
Orientation, covering Family Orientation
how to adjust to life at b. Specific content
Lake Forest College. covered in the Welcome
1.1 b Attendance at Meeting
Welcome Meeting c. Content
with the President and taught/discussed in
Deans, offering advice academic sessions
for a successful 4 years d. Which faculty
on campus members served as
1.1 c Participation in panelists for the Scholars
First Connection Like Me: Professor-led
Academic Sessions Q&A and what they
1.1 d Attendance at discussed
Scholars Like Me: e. Marketing materials
Professor-led Q&A distributed, if any
1.2 a Participation in a. Content
First Connection taught/discussed in
Academic Sessions academic sessions
1.2 b Attendance at
Scholars Like Me: b. Which faculty
Professor-led Q&A members served as
panelists for the Scholars
Like Me: Professor-led
Q&A and what they
discussed
c. Print materials
distributed about various
FIRST CONNECTION
involved in activities outside
of class (student
organizations, community
service, leadership
opportunities, co-curricular
programs, etc.)
Program Goals Student Learning
(What should First Outcomes
Connection (How do you know
provide?) students have achieved
First Connection the program goal?)
aims to provide the After engaging in First
following categories Connection, students
of services to will be able to:
students:
Program Goal #2: Promote Intercultural Relationships
44
majors
1.3 a Attendance at Late
Night Programming a. What specific events
Events were offered?
b. Were Late Night
1.3 b Attendance at Programs marketed as
Residence Hall optional or required?
Meetings c. Content covered and
1.3 c Attendance at who facilitated the
First Connection Residence Hall meetings
Parent and Family d. Specific content
Orientation, covering covered in the First
how to adjust to life at Connection Parent and
Lake Forest College Family Orientation
e. Peer to peer
interactions
f. Print materials
distributed about on
campus student
involvement
Program Activities Process-related Elements to
Related to Assess
Each Outcome (What are the components of
(What services, First Connection’s services,
programs, materials programs, and materials that
does First are of most interest?)
Connection provide
to participants to
accomplish these
outcomes?)
FIRST CONNECTION 45

Goal 2: First 2.1 Explain one or 2.1 a Participate in a. Intercultural

Connection creates more issues of Diversity, Inclusion & interactions
an opportunity for a diversity, inclusion and Justice program
meaningful justice at Lake Forest session b. Intercultural dialogue
intercultural College that impact c. Session content,
experience for experiences on campus information and facilitation
incoming students.
2.2 a Participate in
2.2 Articulate the mentor led Cultural a. Mentor experiences
difference between Q&A
individual customs, 2.2 b Explore “Windy b. First-year Questions
values, attitudes, City” multicultural c. Mentor Answers
beliefs and another attractions, history
culture and cuisine d. Session content,
information and facilitation

2.3 a Participate in e. Chicagoland

Diversity, Inclusion & Attractions
2.3 Describe one way Justice program session
that you approach 2.3 b Team Name
intercultural exchange Game Activity
a. Intercultural
with others 2.3 c Breakfast &
interactions
Check-in with Peer
b. Intercultural dialogue
Mentors
c. Session content,
2.3 d Dinner with Peer
information and
Mentors and first-year
facilitation
participants

Program Goals Student Learning Program Activities Process-related Elements

(What should this Outcomes Related to to Assess
program provide?) (How do you know Each Outcome (What are the components
First Connection aims to students have (What services, of First Connection’s
provide the following achieved the programs, materials services, programs, and
categories of services to program goal?) does First Connection materials that are of most
students: After engaging in provide to participants interest?)
First Connection, to accomplish these
students will be able outcomes?)
to:

Program Goal #3: Build Relationships with Lake Forest College

FIRST CONNECTION
Goal 3:
First Connection allows
incoming students to
have social networking
opportunities with other
participating students,
faculty, and staff.
Program Goals
(What should First
Connection (How do you know students
provide?) have achieved the program
First Connection
aims to provide the After engaging in First
following Connection, students will
categories of
services to
students:
46
3.1 Describe the 3.1 a Attendance at a. Content of presentation
importance of Undergraduate Research and who facilitated
having good Opportunities b. Which faculty members
relationships with Presentation served as panelists for the
faculty and staff 3.1 b Attendance at Scholars Like Me:
members Scholars Like Me: Professor-led Q&A, what
Professor-led Q&A they discussed
3.1 c Participation in c. Content taught/discussed
First Connection in academic sessions
Academic Sessions d. Faculty and student
interactions
e. Social identities of faculty
presenters/panelists
a. Content covered in
Residence Hall Meetings
3.2 Identify one
benefit of being 3.2 a Attendance at
involved in a Residence Hall a. Were all team meals listed
residence hall Meetings as required or optional on
community the schedule participants
3.3 Name one time received?
you connected with b. Interactions between peer
your peer mentor 3.3 a Participation in mentors and first year
after First First Connection program participants
Connection Reflection and Closing
3.3b Breakfast and
Team Meetings
3.3 c Dinner With First
Connection Teams
Student Learning Program Activities Process-related
Outcomes Related to Elements to Assess
Each Outcome (What are the
(What services, components of First
goal?) programs, materials Connection’s services,
does First Connection programs, and materials
provide to participants that are of most
be able to: to accomplish these interest?)
outcomes?)
Program Goal #4: Navigate Lake Forest College
FIRST CONNECTION 47

Goal 4: 4.1 Locate one resource 4.1 a ID Card Photos a. Faculty, staff and
First Connection used throughout first 4.1 b Program meals in student interactions
familiarizes semester at Lake Forest several dining halls
incoming students College 4.1 c Residence Hall b. Academic skills
to academic and Meetings (time management and
co-curricular 4.1 d Explore Your New study skills)
campus resources. Home session (campus c. Campus tours
tour, meeting influential
campus staff and d. Location of
introduction to crucial campus resources
resources)
4.1 e Academic sessions e. Exposure to
4.1 f Library campus resources
information session
f. Academic session
4.1 g Free Time in
content and information
Student Center
4.1 h Professor led
Q&A
4.1 i Undergraduate
research opportunities
session

4.2 a Explore Your New

Home session
4.2 b Academic a. Campus tour
4.2 Describe at least 1 Sessions
service that the Writing b. Academic session
Center or Math Center content and information
offers and the importance
of using these for academic c. Academic skill
building
success
4.3 Articulate the 4.3 a Residence Hall
importance of visiting non- Meetings
academic resources on 4.3 b Explore Your New
campus (Health Center, Home session
Career Advancement 4.3 c Team Meetings a. Faculty, staff and
Center, Gates Center, Sport 4.3 d University student interactions
and Recreation Center, President, Provost,
etc.) Dean of Students b. Campus tour
welcome
4.3 e Mentor Cultural c. Activity content
Q&A d. Welcome content
and information (advice)
e. Session
facilitators
 FIRST CONNECTION 48

Appendix C

Survey Map for First Connection Evaluation

Survey Map

Logic Model Component Outcome Survey Survey Item Response Response Options
Item # Type

First Connection provides MTOC 1 1 Did you spend time Radio button: Yes
experiences that will support with any other Nominal No
incoming students’ academic students who (categorical)
and co-curricular transition attended the First
to the college. Connection program
this semester?

MTOC 1 2 Did you spend time Radio button: Yes

with any First Nominal No
Connection Peer (categorical)
Mentors this
semester?

MTOC 1 3 Have you gotten Radio button: Yes

involved in a group Nominal No
this semester (categorical)
(registered student
organization,
athletics, service
group, identity based
affinity groups)?

MTOC 1 4 Which of the Radio Registered Student

following groups button: Organization.
have you gotten Nominal Greek Letter Organization.
involved in this (categorical) Service Group.
semester (select all Intramural/Club Sport.
that apply)? Another Program.
No Other Program.
FIRST CONNECTION 49

MTOC 1 5 Which of the Radio Residence Life.

following LFC button: Dining.
Departments have Nominal Activities and Clubs.
you visited this (categorical) Leadership and Service.
semester (select all Mohr Student Center.
that apply)? Recreation, Fitness, and
Wellbeing.
Health and Wellness.
Intercultural Relations.
None of these.

MTOC 1 6 I have worked as a Radio button: Yes

student employee at Nominal No
LFC this semester. (categorical)

MTOC 1 7 Getting involved in Radio button: Not at all

activities outside of Ordinal Very little
the classroom at Likert scale Some
LFC is important to Quite a bit
me.

MTOC 1 8 I am comfortable Radio button: Not at all

approaching at least Ordinal Very little
one of my professors Likert scale Some
to request a meeting. Quite a bit

MTOC 1 9 I interacted with at Radio button: Yes

least one of my Nominal No
professors during (categorical)
their office hours
this semester.

MTOC 1 10 I feel comfortable Radio button: Not at all

discussing academic Ordinal Very little
issues with a Likert scale Some
professor (ex: Quite a bit
dropping a class,
FIRST CONNECTION 50

changing my major,
failing a class, not
understanding class
material, forming a
study strategies, etc.
).

MTOC1 11 I feel comfortable Radio button: Not at all

discussing personal Ordinal Very little
issues with a Likert scale Some
professor (ex: Quite a bit
challenges with
family, conflict with
friends or peers in
student a
organizations,
roommate conflict,
etc.).

MTOC 1 12 I feel comfortable Radio button: Not at all

discussing potential Ordinal Very little
majors/minors with a Likert scale Some
professor Quite a bit

MTOC 1 13 It is important to Radio button: Not at all

meet with professors Ordinal Very little
outside of class. Likert scale Some
Quite a bit

MTOC 1 14 I am familiar with Radio button: Not at all

the variety majors Ordinal Very little
offered at Lake Likert scale Some
Forest College. Quite a bit

MTOC 1 15 I am able to plan my Radio button: Not at all

academic Ordinal Very little
requirements for Likert scale Some
graduation. Quite a bit
 FIRST CONNECTION 51

MTOC 1 16 I know the Radio button: Not at all

requirements to Ordinal Very little
complete my major. Likert scale Some
Quite a bit

MTOC 2 17 I can explain at Radio button: Not at all

least one benefit of Ordinal Very little
a diverse LFC Likert scale Some
campus. Quite a bit

MTOC 2 18 I can explain at Radio button: Not at all

least one challenge Ordinal Very little
LFC faces related Likert scale Some
to campus Quite a bit
diversity.

MTO

First Connection creates MTOC 2 19 I can explain what is Radio button: Not at all
an opportunity for a important to me. Ordinal Very little
meaningful intercultural Likert scale Some
experience for incoming Quite a bit
students
FIRST CONNECTION 52

MTOC 2 20 I can identify beliefs Radio button: Not at all

that are important to Ordinal Very little
me. Likert scale Some
Quite a bit

MTOC 2 21 I can explain Radio button: Not at all

customs within my Ordinal Very little
culture(s) that are Likert scale Some
most important to Quite a bit
me.

MTOC 2 22 I have made Radio button: Not at all

personal connections Ordinal Very little
with people from Likert scale Some
different cultures. Quite a bit
FIRST CONNECTION 53

MTOC 2 23 I can explain how Radio button: Not at all

my culture differs Ordinal Very little
from others. Likert scale Some
Quite a bit

MTOC 2 24 I interact with others Radio Dining and Cuisine.

who differ from me button: Creating Dialogue.
culturally through Nominal Art.
(select all that (categorical) Music.
apply): History Museums.
In-class Interactions.
Language.
Community Service.
Another Approach.
No Other Approach.

MTOC 2 25 I have made Radio button: Not at all

personal connections Ordinal Very little
with people from Likert scale Some
different cultures. Quite a bit
FIRST CONNECTION 54

MTOC 3 26 How many times did Radio button: Never

you interact with Ordinal Once a month
your peer mentor Likert scale Once every two weeks
after First Weekly
Connection this More than once each week
semester?

MTOC 3 27 Interacting regularly Radio button: Not at all

with LFC professors Ordinal Very little
is important to me Likert scale Some
Quite a bit
 FIRST CONNECTION 55

First Connection allows MTOC 3 28 I feel a sense of Radio button: Not at all
incoming students to belonging amongst Ordinal Very little
have social networking other students in the Likert scale Some
opportunities with other LFC community. Quite a bit
participating students,
faculty, and staff

MTOC 3 29 I feel a sense of Radio button: Not at all

belonging among Ordinal Very little
staff in the LFC Likert scale Some
community. Quite a bit

MTOC 3 30 I feel a sense of Radio button: Not at all

belonging among Ordinal Very little
professors in the Likert scale Some
LFC community. Quite a bit
FIRST CONNECTION 56

MTOC 3 31 Overall, I feel a Radio button: Not at all

sense of belonging Ordinal Very little
in the LFC campus Likert scale Some
community. Quite a bit

MTOC 3 32 I believe that living Radio button: Not at all

in a residence hall Ordinal Very little
community helped Likert scale Some
me build Quite a bit
relationships with
other students.

MTOC 3 33 I feel comfortable Radio button: Not at all

conversing with LFC Ordinal Very little
staff members in Likert scale Some
informal settings Quite a bit
(i.e. the dining hall,
in passing, at
programs or events).
FIRST CONNECTION 57

MTOC 3 34 My First Connection Radio button: Not at all

peer mentor Ordinal Very little
influenced my sense Likert scale Some
of belonging at LFC. Quite a bit

MTOC 3 35 My First Connection Radio button: Not at all

peer mentor Ordinal Very little
influenced my sense Likert scale Some
of belonging at LFC Quite a bit
by introducing me to
other students.

MTOC 3 36 My First Connection Radio button: Not at all

peer mentor Ordinal Very little
influenced my sense Likert scale Some
of belonging at LFC Quite a bit
by helping me learn
where to go for
assistance.
 FIRST CONNECTION 58

MTOC3 37 My First Connection Radio button: Not at all

peer mentor Ordinal Very little
influenced my sense Likert scale Some
of belonging at LFC Quite a bit
by talking to me
about adjusting to
college.

38 I know how to Radio button: Yes

First Connection access academic Nominal: No
familiarizes incoming tutoring resources as Categorical Already knew
students to academic and a result of First
co-curricular campus Connection.
resources.

MTOC 4 39 First Connection Radio button: Yes

helped me find Nominal: No
opportunities for Categorical Already knew
campus
involvement.
FIRST CONNECTION 59

MTOC 4 40 I know where all the Radio button: Yes

offices I need are Nominal: No
located I learned as a Categorical Already knew
result of First
Connection.

MTOC 4 41 I have used the Radio button: Writing Center Standing

following academic Nominal Appointment.
resource(s) on Categorical Writing Center General
campus this semester Appointment.
(select all that Quantitative Resource
apply). Center Standing
Appointment.
Quantitative Resource
Center General
Appointment.
Departmental Tutoring.
Professor’s Office Hours.
Another Option.
None of These.

MTO
 FIRST CONNECTION 60

N/A 42 I have used the Radio button: Career Advancement

following non- Nominal Center
academic resource(s) Categorical Sports and Recreation
on campus this Center
semester (select all Health and Wellness
that apply). Center
Gates Center for
Leadership and Involvment
Study Aborad Office
Financial Aid Office
Registrar’s Office
Facilities Management
Residence Life
Another Option
None of These

Satisfaction N/A 43 I would recommend Radio button: Not at all

First Connection to Ordinal Very little
incoming LFC first Likert scale Some
year students. Quite a bit

N/A 44 I am considering Radio button: Yes

applying for a First Nominal: No
Connection Peer Categorical Already knew
Mentor position.

N/A
 FIRST CONNECTION 61

Demographics N/A 45 I am an international Radio button: Yes

student. Nominal No
(categorical)

N/A 46 I identify as a first- Radio button: Yes

generation college Nominal No
student (neither one (categorical)
of my
parents/guardian(s)
graduated from a
four-year
institution).

N/A 47 I identify my race as: Open-ended

N/A
FIRST CONNECTION 62

N/A 48 I identify my Open-ended

ethnicity as:
N/A 49 I identify my gender Open-ended
as:

N/A

N/A 50 I would be willing to Radio button: Yes

participate in a Nominal No
individual interview: (categorical)
FIRST CONNECTION 63

N/A 51 If you are willing to Open-ended

participate, please
share your email
address so we can
contact you about
the interview details.
FIRST CONNECTION 64

Appendix D: Survey

First Connection Program Evaluation Thank you for participating in the First Connection pre-
orientation program at Lake Forest College (LFC). The program is meant to assist first-year
students' transition into college and the LFC community. To ensure that the program is
continuously improving, we want to hear from you! Your feedback is integral to the
improvement and future success of First Connection and the Office of Intercultural Relations at
large.

We value your experience as a participant and will use your responses to strengthen program
content and structure. This survey will take approximately 15-20 minutes to complete. Your
responses will be kept confidential.

We truly value your insights and feedback! Upon completion of the survey, you will be entered
into a raffle to win a $150 Amazon gift card. If you have questions, comments, or concerns about
this survey, please contact Miriam Meza, Assistant Director of Intercultural Programs at
meza@lakeforest.edu.

The following section is designed to assess your academic and co-curricular transition to
Lake Forest College.

1. Did you spend time with any other students who attended the First Connection program this
semester? [Required] Valid input: - Select only one choice. [ ] Yes [ ] No

2. Did you spend time with any First Connection Peer Mentors this semester? [Required] Valid
input: - Select only one choice. [ ] Yes [ ] No

3. Have you gotten involved in a group this semester (registered student organization, athletics,
service group, and/or identity based affinity groups)? [Required] Valid input: - Select only one
choice. [ ] Yes [ ] No

4. Which of the following groups have you gotten involved in this semester (select all that
apply)? [Required] [ ] Registered Student Organization [ ] Greek Letter Organization [ ] Service
Group [ ] Intramural/Club Sport [ ] Another Program [ ] No Other Program

5. Which of the following LFC Departments have you visited this semester (select all that
apply)? [Required] [ ] Residence Life [ ] Dining [ ] Activities and Clubs [ ] Leadership and
Service [ ] Mohr Student Center [ ] Recreation, Fitness, and Wellbeing [ ] Health and Wellness [
] Intercultural Relations [ ] None of these

6. I have worked as a student employee at LFC this semester. [Required] Valid input: - Select
only one choice. [ ] Yes [ ] No

7. Getting involved in activities outside of the classroom at LFC is important to me. [Required]
Please select one of the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very
Little [ ] Some [ ] Quite a Bit
FIRST CONNECTION 65

8. I am comfortable approaching at least one of my professors to request a meeting. [Required]

Please select one of the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very
Little [ ] Some [ ] Quite a Bit

9. I interacted with at least one of my professors during their office hours this semester.
[Required] Valid input: - Select only one choice. [ ] Yes [ ] No

10. I feel comfortable discussing academic issues with a professor (ex: dropping a class,
changing my major, failing a class, not understanding class material, forming a study strategies,
etc. ). [Required] Please select one of the following Valid input: - Select only one choice. [ ] Not
at All [ ] Very Little [ ] Some [ ] Quite a Bit

11. I feel comfortable discussing personal issues with a professor (ex: challenges with family,
conflict with friends or peers in student a organizations, roommate conflict, etc.). [Required]
Please select one of the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very
Little [ ] Some [ ] Quite a Bit

12. I feel comfortable discussing potential majors/minors with a professor. [Required] Please
select one of the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ]
Some [ ] Quite a Bit

13. It is important to meet with professors outside of class. [Required] Please select one of the
following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ] Some [ ] Quite a
Bit

14. I am familiar with the variety majors offered at Lake Forest College. [Required] Please select
one of the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ] Some
[ ] Quite a Bit

15. I know the requirements to complete my major. [Required] Please select one of the
following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ] Some [ ] Quite a
Bit

16. I am able to plan my academic requirements for graduation. [Required] Please select one of
the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ] Some [ ]
Quite a Bit

The following section is designed to assess how you make meaning of opportunities for
meaningful intercultural experiences.

17. I can explain at least one benefit of a diverse LFC campus. [Required] Please select one of
the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ] Some [ ]
Quite a Bit
FIRST CONNECTION 66

18. I can explain at least one challenge LFC faces related to campus diversity. [Required] Please
select one of the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ]
Some [ ] Quite a Bit

19. I can explain what is important to me. [Required] Please select one of the following: Valid
input: - Select only one choice. [ ] Not at All [ ] Very Little [ ] Some [ ] Quite a Bit

20. I can identify beliefs that are important to me. [Required] Please select one of the following:
Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ] Some [ ] Quite a Bit

21. I can explain customs within my culture(s) that are most important to me. [Required] Please
select one of the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ]
Some [ ] Quite a Bit

22. I have made personal connections with people from different cultures. [Required] Please
select one of the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ]
Some [ ] Quite a Bit

23. I can explain how my culture differs from others. [Required] Please select one of the
following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ] Some [ ] Quite a
Bit

24. I interact with others who differ from me culturally through (select all that apply): [Required]
[ ] Dining and Cuisine [ ] Creating Dialogue [ ] Art [ ] Music [ ] History Museums [ ] In-class
Interactions [ ] Language [ ] Community Service [ ] Another Approach [ ] No Other Approach

The following section is designed to assess how you social networking opportunities with
program participants, faculty, and staff.

25. I have made personal connections with people from different cultures. [Required] Valid
input: - Select only one choice. [ ] Not at all [ ] Very little [ ] Some [ ] Quite a bit

26. How many times did you interact with your peer mentor after First Connection this semester?
[Required] Valid input: - Select only one choice. - must select a value. [ ] Never [ ] Once a
month [ ] Once every two weeks [ ] Weekly [ ] More than once a week

27. Interacting regularly with LFC professors is important to me [Required] Please select one of
the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ] Some [ ]
Quite a Bit

28. I feel a sense of belonging amongst other students in the LFC community. [Required] Please
select one of the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ]
Some [ ] Quite a Bit
FIRST CONNECTION 67

29. I feel a sense of belonging among staff in the LFC community. [Required] Please select one
of the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ] Some [ ]
Quite a Bit

30. I feel a sense of belonging among professors in the LFC community. [Required] Please select
one of the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ] Some
[ ] Quite a Bit Overall

31. I feel a sense of belonging in the LFC campus community. [Required] Please select one of
the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ] Some [ ]
Quite a Bit

32. I believe that living in a residence hall community helped me build relationships with other
students. [Required] Please select one of the following Valid input: - Select only one choice. [ ]
Not at All [ ] Very Little [ ] Some [ ] Quite a Bit

33. My First Connection peer mentor influenced my sense of belonging at LFC. [Required] Valid
input: - Select only one choice. [ ] Not at all [ ] Very little [ ] Some [ ] Quite a bit

34. I feel comfortable conversing with staff members in informal settings (i.e. the dining hall, in
passing, at programs or events). [Required] Please select one of the following: Valid input: -
Select only one choice. [ ] Not at All [ ] Very Little [ ] Some [ ] Quite a Bit

35. My First Connection peer mentor influenced my sense of belonging at LFC by introducing
me to other students. [Required] Please select one of the following: Valid input: - Select only one
choice. [ ] Not at All [ ] Very Little [ ] Some [ ] Quite a Bit

36. My First Connection peer mentor influenced my sense of belonging at LFC by helping me
learn where to go for assistance. [Required] Please select one of the following: Valid input: -
Select only one choice. [ ] Not at All [ ] Very Little [ ] Some [ ] Quite a Bit

37. My First Connection peer mentor influenced my sense of belonging at LFC by talking to me
about adjusting to college. [Required] Please select one of the following: Valid input: - Select
only one choice. [ ] Not at All [ ] Very Little [ ] Some [ ] Quite a Bit

The following section is designed to assess your familiarity of academic and co-curricular
campus resources.

38. I know how to access academic tutoring resources as a result of First Connection. [Required]
Valid input: - Select only one choice. [ ] Yes [ ] No [ ] Already Knew

39. First Connection helped me find opportunities for campus involvement. [Required] Valid
input: - Select only one choice. [ ] Yes [ ] No [ ] Already Knew

40. I know where all the offices I need are located I learned as a result of First Connection.
[Required] Valid input: - Select only one choice. [ ] Yes [ ] No [ ] Already knew
FIRST CONNECTION 68

41. I have utilized the following academic resource(s) on campus this semester (select all that
apply). [Required] [ ] Writing Center Standing Appointment [ ] Writing Center General
Appointment [ ] Quantitative Resource Center Standing Appointment [ ] Quantitative Resource
Center General Appointment [ ] Departmental Tutoring [ ] Professor’s Office Hours [ ] Another
Option [ ] None of These

42. I have utilized the following non-academic resource(s) on campus this semester (select all
that apply). [Required] Valid input: - Select only one choice. [ ] Career Advancement Center [ ]
Sports and Recreation Center [ ] Health and Wellness Center [ ] Gates Center for Leadership and
Involvement [ ] Study Abroad Office [ ] Financial Aid Office [ ] Registrar’s Office [ ] Facilities
Management [ ] Residence Life [ ] Another Option [ ] None of These

The following section is designed to assess your satisfaction of the First Connection
program.

43. I would recommend First Connection to incoming first year students. [Required] Please
select one of the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ]
Some [ ] Quite a Bit

44. I am considering applying for a First Connection Peer Mentor position. [Required] Please
select one of the following: Valid input: - Select only one choice. [ ] Not at All [ ] Very Little [ ]
Some [ ] Quite a Bit

Additional information:

45. I am an international student. [Required] Valid input: - Select only one choice. [ ] Yes [ ] No

46. I identify as a first-generation college student (neither one of my parents/guardian(s)

graduated from a four-year institution). [Required] Valid input: - Select only one choice. [ ] Yes [
] No

47. I identify my race as: [Required]

48. I identify my ethnicity as: [Required]

49. I identify my gender as: [Required]

50. I would be willing to participate in a individual interview: [Required] Valid input: - Select
only one choice. [ ] Yes [ ] No

51. If you are willing to participate, please share your email address so we can contact you about
the interview details. [Required]

Thank you for completing the First Connection program evaluation!

FIRST CONNECTION 69

Appendix E
Consent Form
CONSENT TO PARTICIPATE IN FIRST CONNECTION INTERVIEW

Project Title: First Connection Evaluation

Interviewer:

Introduction:
You are being asked to take part in an individual interview to help inform the Office of
Intercultural Affairs staff about how the First Connection Pre-Orientation Program provides
academic and co-curricular information and support to help you transition to life at Lake Forest
College. You are being asked to participate because you answered “yes” when asked if you were
interested in participating in an interview at the end of the First Connection Evaluation Survey.

Please read this form carefully and ask any questions you may have before deciding whether to
participate in this interview.

Purpose:
The purpose of the interview is to gather information about the ways in which First Connection
aids program participants’ transition into Lake Forest college.

Procedures:
If you agree to participate in the interview, you will be asked to respond to a series of questions
that will last for approximately sixty minutes. You are encouraged to respond openly and
honestly to the questions asked of you, although you should only respond to questions when you
feel comfortable doing so.

Risks/Benefits:
There are no known risks involved in participating in this interview, although discussions
concerning social identities may be sensitive for some individuals. Benefits may include
improvements to the First Connection Program and a greater understanding of whether and how
the pre-orientation program influences participants’ first semester at Lake Forest College.

Confidentiality:
Your name will not be associated with your responses in the interview reports. We will compile
a report of basic themes and share it with you prior to finalizing it. The information gathered in
today’s interview will be shared with the university’s Strategic Planning Committee, Office of
Intercultural Relations staff, Dean of Students, Office of Admissions, University President,
prospective program participants, and interview participants.
FIRST CONNECTION 70

Voluntary Participation:
Participation in this interview is voluntary. Even if you decide to participate, you are free to
withdraw from participation at any time without penalty.

Contacts and Questions:

If you have questions about the interview, you can contact Periana Wilson at pwilson2@luc.edu
and/or Jazminn Williams at jwilliams27@luc.edu.

Statement of Consent:
Your signature below indicates that you have read and understood the information provided
above, have had an opportunity to ask questions, and agree to participate in this interview. You
will be given a copy of this form to keep for your records.

Participant’s Signature

Date

Interviewer’s Signature

Date

Interviewer’s Signature

Date
FIRST CONNECTION 71

Appendix F
Semi-structured Interview Participant Demographics

Demographic information is requested for data analyses purposes only.

Date: Time: Place:

First Generation: Age:

17 years old
18 years old
International Student: 19 years old
20 years old
21 years old
22 years old
23 years old
24 years or older

Gender: Racial/Ethnic Heritage:

FIRST CONNECTION 72

Appendix G
Interview Protocol

Preliminary

1. Greet interviewee in a welcoming manner, ask how they are doing, introduce ourselves,
give consent form, and permission for recording. Ensure we have reviewed any materials
necessary (protocol, questions, probes, consent form, and quantitative data from survey)
to complete the interview in the most effective manner. Ensure that the interviewee is
comfortable and has everything they need to do the interview.

2. Explain the purpose of the interview and of the project

● The purpose of this interview is to gain a better understanding of your experiences
this semester and how First Connection did or did not influence those
experiences. It is also our hope that through this interview, we can also gain
insight into your First Connection experience. More specifically, we hope to
learn more about how particular groups differ in their experiences in First
Connection as well as in their various experiences during their first term on
campus.
● As you may recall from taking the survey, we are planning to assess First
Connection’s effectiveness in meeting its learning and programmatic outcomes.
Formal assessment like this, aside from satisfaction surveys, has never been done
on First Connection before. Because of this, we are thrilled to learn more about
this program, it’s impact on students, and how we can improve the program to
ensure we are serving students in the best way possible.
● We are conducting interviews to further explore topics covered in the survey so
that we can better understand your experiences in First Connection and at LFC.
We would also like to use information collected through the survey, as well as
participant interviews to improve First Connection for future program
participants.

3. Explain how the interview will work

● This interview will last approximately 45 minutes to an hour. We have some
questions written down, but we really want our time here to be more
conversational and to be guided by the responses that you provide. We want to
understand your specific experiences as a First Connection participant and how
they influenced your first semester here at LFC. The most important part of this
interview is for you to share your story and your experiences. Please feel free to
share as much or as little as you are comfortable. Whatever information you
share with me today is valued and appreciated.
FIRST CONNECTION 73

● Before we begin, we want to explain that we will be taking notes and audio
recording this interview to ensure we fully capture your story and experiences.
Please do not feel as if we are not listening while we take notes; we can assure
you, we will be fully engaged during the entire interview. In addition, this
interview is completely confidential. So whatever you share with us will not be
shared more broadly with anyone else, and we will not use any of your identifying
information.
● Give student the informed consent form to sign and ask for student’s permission
to record before proceeding with interview questions.

Part 1: Overall First Connection Experience

We want to start by getting an idea of your experience with First Connection. We will then work
our way to specific program aspects. Let’s get started…
● Question 1: How did you first hear about First Connection?
○ Probe: Can you tell us what made you apply for the program?

● Question 2: Were there any activities and/or sessions that stood out to you?
○ Probe: Why did you like those specific activities and/or session?
○ Probe: What specific parts of those activities do you think you learned the most
from?

So, from what you have shared, your experience with First Connection has been
(provide 2-3 key ideas from what is shared. Confirm this is correct. If not, seek clarity.).

Part 2: Academic and Co-Curricular Transition to LFC

We will now ask about specific aspects of the First Connection program. One of First
Connection’s program goals is to make the transition to college easier for first-year students. We
are now going to ask questions pertaining to your experiences during your first semester at Lake
Forest.
● Question 3: Do you think attending First Connection helped you feel prepared to handle
your LFC courses?
○ Probe: What specifically in the First Connection program contributed toward this?

● Question 4: Do you think First Connection helped familiarize you with academic
resources to succeed during your first term?
○ Probe: Are there other academic resources you realized that you needed during
your first semester here at LFC that First Connection didn’t emphasize during the
program? Which ones?
FIRST CONNECTION 74

● Question 5: When you think about your LFC courses during your first term, what was the
biggest adjustment for you?

● Question 6: Do you think First Connection helped familiarize you with non-academic
resources to succeed during your first term? (If student is stuck, give examples, such as
the Career Advancement Center, Health and Wellness Center, Sports and Recreation
Center, etc.)
○ Probe: Are there other non-academic resources you realized that you needed
during your first semester here at LFC that First Connection didn’t emphasize
during the program? Which ones?

● Question 7: Did First Connection help familiarize you with campus involvement
opportunities outside of the classroom?
○ Probe: Are there other involvement opportunities that you think First Connection
should highlight during the program? Which ones?

So, from what you have shared, your experience with academic and co-curricular involvement
has been (provide 2-3 key ideas from what is shared. Confirm this is correct. If not,
seek clarity.).

Part 3: Intercultural Experiences

Next, we would like to learn more about your experiences interacting with other students during
First Connection and throughout your first semester. The program consisted of opportunities for
you to learn more about social justice, diversity and inclusion through dialogue, multiculturalism
within the “Windy City” via museums and attractions, and what it means to experience a
particular identity at Lake Forest through a Q&A panel.
● Question 8: With that, did First Connection affect your understanding of your social
identities?

● Question 9: How did your identities influence your experience in First Connection?
○ Probe: Did you feel comfortable within the group?

● Question 10: Since attending LFC, have you looked for opportunities to interact with
others on campus who are culturally different in some way than you?
○ Probe: In what ways do you seek opportunites?

● Question 11: Are there specific First Connection programs that gave you confidence to
interact with people with different values and beliefs and/or culture?
FIRST CONNECTION 75

So, from what you have shared, your experience with intercultural exchange has
(provide 2-3 key ideas from what is shared. Confirm this is correct. If not, seek clarity.).

Part 4: Social Networking Opportunities with Program Participants, Faculty, and Staff
First Connection allows incoming students to meet other participating students, faculty, and staff.
We will now ask a few questions to gain an understanding of whether you did this after First
Connection.
● Question 12: Have you formed any relationships during your first semester with Lake
Forest faculty and staff?
○ Probe: How did these relationships form?

● Question 13: Have you connected with your Peer Mentor since First connection?
○ Probe: How did you connect with your Peer Mentor?
○ Probe: Are there ways you can connect further with your Peer Mentor?

● Question 14: Have you connected with other program participants during your first
semester?
○ Probe: How did you connect with program participants?
○ Probe: Are there ways you can connect further?

● Question 15: Would you be interested in serving as a Peer Mentor?

○ Probe: If student expresses interest in serving as a peer mentor, ask “What
contributed toward your interest in applying?”
○ Probe: If student says they are not interested in applying to serve as a peer mentor,
ask why not.

So, from what you have shared, your experience with social networking opportunities with
participating students, faculty, and staff has been (provide 2-3 key ideas from what is
shared. Confirm this is correct. If not, seek clarity.).

With the last few minutes of the interview, we want to see if there is anything else we did not
discuss or touch on during the interview you feel is important to understanding your experience
with the First Connection Pre-Orientation Program?

Thank you for taking the time to share your experiences during this interview process. We
appreciate your time taken to help us better understand your experience with First Connection. If
you have any additional comments you did not mention today, please email either of us, Periana
Wilson at pwilson2@luc.edu or Jazminn Williams at jwilliams27@luc.edu.
FIRST CONNECTION 76

Appendix H
Email Templates

Participant Outreach Email

Dear (potential participant),

My name is and I am an evaluator for the First Connection program

assessment. You are receiving this email because when completing the First Connection survey,
you responded yes to participating in an interview about your experiences during your first semester
at LFC and your experience with this program. Participation in the interview is completely
voluntary; please do not feel pressured to participate. The purpose of the interview is to gain a
more in-depth understanding of your experience in your first semester here at LFC as well as
about your experience in First Connection and what we can do to improve the program. Your
experiences and feedback are valuable to us, and we hope to use the information gathered from
your interview to improve the program for future participants so that everyone gets the best
experience possible to help with the transition to college. If you are still interested in
participating, please email us back by (date). If you have any questions about the
interview before making a decision about whether or not you will participate, please do not
hesitate to reach out to Jazminn Williams at jwilliams27@luc.edu or Periana Wilson at
pwilson2@luc.edu. We look forward to talking with you and learning more about your
experiences. Thank you, and have a great day!

Best, (email signature)

Participant Acceptance Email

Dear (participant’s name)

Thank you very much for agreeing to participate in our interview to gather more information
about you experiences during your first semester here at LFC as well as your experiences from
First Connection. This email serves as your official confirmation for your interview, which will
take place on (date) at (time). The interview will take place in
(location) and will last approximately one hour. If you need any accommodations to
complete the interview, please let us know. As a reminder, you will have to complete a consent
form before the interview begins. If you have any questions, please feel free to contact Jazminn
Williams at jwilliams27@luc.edu or Periana Wilson at pwilson2@luc.edu. We look forward to
speaking with you!

Best, (email signature)

FIRST CONNECTION 77

Appendix I
Budget for Assessment of First Connection Program
Activity Item Cost/Item Quantity Total $
Survey Administration
Google Forms $0 1 $0
Focus Groups
Audio Notetaker $0 1 $0
Printed consent forms $0 22 $0
Printed note-taking sheets $0 5 $0
Incentive gift cards $10 22 $220
Room reservation $0 1 $0
Food for First Connection reunion (pizza) $10 15 $150
Survey raffle item $50 1 $50
Statistical Analysis
SPSS software (via Lake Forest psychology $0 N/A $0
computer labs)
Graduate student time to analyze data (free) $0 N/A $0
Graduate student time code focus group data (free) $0 N/A $0
Report Dissemination
Printed Reports $0 TBD $0
Online Dissemination $0 N/A $0
Total Cost for Program Evaluation $420
FIRST CONNECTION 78

Appendix J
Final PowerPoint Presentation
FIRST CONNECTION 79
FIRST CONNECTION 80
FIRST CONNECTION 81
FIRST CONNECTION 82
 FIRST CONNECTION 83

Appendix L
Assessment Timeline

2017-
2018
First Connection begins Aug 17’ Nov. Dec. Jan. Feb. March April May June
Survey Piloted 6th-8th
Students Participants/Non-participants 12th
notified to complete survey
Email Reminders Sent 19th &
26th
Meet & Greet/First Connection 29th
Reunion
Survey closes 30th
Interview Pilot 8th-
11th
Interview participants emailed 16th
Reminder Email sent
Semi-structured interviews conducted 18th 28th
Interview Coding Processes 1st 30th
Comprehensive Final Report 15th 20th
Presentation
Final Findings Emailed to program 16th
stakeholders
Analyze survey results 1st 15th
FIRST CONNECTION 84

Appendix M
Email Templates

Participant Outreach Email

Dear (program participant),

My name is and I am an evaluator for the First Connection program

assessment. You are receiving this email because you participated in First Connection at Lake
Forest College in August 2017. In order to make valuable changes to the program, we would
like to hear from you! Please follow the link to the First Connection Program Evaluation Survey:
https://orgsync.com/62540/forms/292310. The survey will take approximately 25-45 minutes to
complete. If you have any questions, feel free to contact Miriam Meza
(meza@mx.lakeforest.edu), Assistant Director of Intercultural Programs.

Thank you, and have a great day!

Best, (email signature)

Participant Reminder Email

Dear (program participant),

As a reminder, we would love to hear about your First Connection experiences. In order to make
valuable changes to the program, we would like to hear from you! Please follow the link to the
First Connection Program Evaluation Survey: https://orgsync.com/62540/forms/292310. The
survey will take approximately 25-45 minutes to complete. If you have any questions, feel free to
contact Miriam Meza (meza@mx.lakeforest.edu), Assistant Director of Intercultural Programs.

Thank you, and have a great day!

Best, (email signature)