UTEP FIRST Evaluation Core

The overarching goal of the UTEP FIRST Evaluation Core is to implement and institutionalize an evaluation plan to assess and address the level of systemic change and achievement of inclusive excellence at UTEP. A pragmatic and regionally- and institutionally-relevant mixed methods design will be applied to the formative and

summative evaluations (process and outcome) in relation to the NIH FIRST program objectives for advisory board and stakeholder engagement, faculty recruitment training/capacity building, institutional capacity building and sustainability. Faculty development, progression and retention milestones in relation to testing a cohort and

cluster model of recruitment and mentoring, and institutional transformation will be measured for needs and resources assessment, equity assessment, DEI, and minority health disparities research. Evaluation plan goals are aligned with assessing outputs, outcomes and impact related to the three NIH FIRST goals of: (1) fostering

sustainable institutional culture change; (2) promoting institutional inclusive excellence by hiring a diverse cohort of new faculty; and (3) supporting faculty development, mentoring, sponsorship, and promotion. The specific aims of the program evaluation are: Aim 1: To assess institutional infrastructure in relation to achieving intended

program outcomes for administrative and faculty development cores; Aim 2: To measure faculty development, progression and retention outcomes from a cohort and cluster design model of faculty hiring, sponsorship, continual mentoring, and professional development, embedded within UTEP and; Aim 3: To document collective

impact of DEI processes and policies that support URM faculty and enhance health disparities research at departmental and institutional levels. Organizational needs and resources assessment and a Strengths Weaknesses Opportunities and Threats [SWOT] analysis as part of process evaluation in Year 1, program

monitoring and outcome evaluation continuing with Replicability and sustainability evaluation incorporated through Years 1-5, and institutionalizing program impact evaluation beyond the program Year 5 will be conducted in a culturally and linguistically sensitive manner while ensuring minorities spanning across racial/ethnic, sexual

and gender minorities, people with disabilities, immigrant and other special groups are included in program implementation. Variables examined at baseline and annually include assessing needs assessment, faculty recruitment, mentorship and recruitment activities implementation, fidelity of program design, mentor and mentee

satisfaction, administrators’ perspectives, best practices and lessons learned in implementation, and DEI comparators.