Evaluation Core (EC)

项目总结/摘要 评价核心提案概述了其对协调和评价的总体目标的贡献， 加州大学洛杉矶分校评估中心（CEC），作为整体NIH多样性计划联盟（DPC）的一部分， 增强NIH资助的劳动力的多样性。与其他CEC核心和DPC协作 对于赠款人，EC负责对短期，中期和长期的财团级评估 学生、教师和机构层面的BUILD赠款计划的成果，以及以前资助的 NRMN的中期和长期结果。EC继续更新DPC批准的 成功的标志，并完善整个联合体的评估计划，以指导我们的工作。我们的多方法 评估建立在多个案例研究，跨站点分析，一个强大的准实验设计， 多层次统计分析和关键量化指标的趋势分析。对于个人层面的数据， BUILD参与者，我们整合了高等教育研究所（HERI）调查的信息， 大一和大四学生和教师全国，CEC年度调查的建设网站，事件级 关于计划参与、机构记录（IR）和国家IPEDS数据的“跟踪”数据。我们利用这个丰富的 一组数据，用于比较BUILD参与者与非参与者在同一时间的Hallmarks成就 机构之间，跨BUILD机构之间，以及BUILD和非BUILD机构之间。纵向数据集 广泛的协变量提高了我们将因果关系归因于干预措施的能力。国家体制 来自IPEDS的多年数据支持对潜在机构层面变化的分析， 比较BUILD与类似非BUILD站点的趋势。对于NRMN，我们利用由以下机构收集的基线数据： 参与者的NRMN，并补充CEC年度调查，以评估 Hallmarks，比较特定计划参与者在统计学上调整后的Hallmarks成就 与NRMN数据库中没有参与特定项目的人相比。的创新方面 我们的评估设计包括：（i）在HERI国家调查中建立既定指标的访问和灵活性 （二）利用社会网络分析更好地描述职业生涯的成果 发展战略，以及（iii）分析跨多个机构的BUILD计划，以提供 统计能力，以分列具体干预组成部分的结果， 对亚人群的影响，包括来自代表性不足群体的计划参与者。与发展协调委员会一道， 欧盟委员会将支持对数据收集工具和流程、标志和分析的任何必要更新 确保全面评估BUILD（第1和第2阶段）和NRMN影响的方法 （1）活动。欧洲委员会还将协助欧洲委员会发展和传播新的教育， 和培训工具，供BUILD和NRMN获奖者以及DPC以外的其他人使用。

PROJECT SUMMARY/ABSTRACT The Evaluation Core (EC) proposal outlines its contributions to the overall aims of the Coordination and Evaluation Center at UCLA (CEC), as part of the overall NIH Diversity Program Consortium (DPC) and its goal of enhancing the diversity of the NIH-funded workforce. In collaboration with the other CEC cores, and DPC grantees, the EC is responsible for the consortium-level evaluation of the short, medium, and long-term outcomes of BUILD grantee programs across student, faculty, and institutional levels, and of previously funded NRMN components on medium and long-term outcomes. The EC continues to update DPC-approved Hallmarks of Success and refine the Consortium-wide evaluation plan to guide our work. Our multi-method evaluation builds on multiple case studies, cross-site analysis, a robust quasi-experimental design using multilevel statistical analysis, and trend analyses of key quantitative indicators. For individual-level data on BUILD participants, we integrate information from the Higher Education Research Institute (HERI) surveys of freshman and senior students and of faculty nationally, CEC annual surveys of BUILD sites, event-level “tracker” data about program participation, institutional record (IR) and national IPEDS data. We use this rich set of data to compare the achievement of Hallmarks for BUILD participants with nonparticipants at the same institution, across BUILD institutions, and between BUILD and non-BUILD institutions. The longitudinal dataset and extensive covariates improve our ability to attribute causality to the interventions. National institutional level data covering multiple years from IPEDS supports analysis of potential institutional-level changes by comparing trends at BUILD versus similar non-BUILD sites. For NRMN, we draw on baseline data collected by NRMN from participants and supplement it with CEC annual surveys to assess the long-term outcomes of Hallmarks, comparing the statistically adjusted achievements of Hallmarks by specific program participants versus those in the NRMN database who did not participate in the particular program. Innovative aspects of our evaluation design include: (i) access and flexibility to build on established metrics in HERI national surveys of undergraduate education, (ii) use of social network analysis to better characterize the outcomes of career development strategies, and (iii) the analysis of BUILD programs across multiple institutions to provide the statistical power to disaggregate the outcomes of specific intervention components and identify differential effects on subpopulations, including program participants from underrepresented groups. Jointly with the DCC, the EC will support any needed updates to data collection tools and processes, Hallmarks, and analytic approaches to ensure the comprehensive assessment of the impact of BUILD (Phase 1 & 2) and NRMN (Phase 1) activities. The EC will also contribute to the CEC's development and dissemination of new education and training tools for use by BUILD and NRMN awardees and others from outside the DPC.