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A Profile of the Evaluation of Fifth Dimension/University-Community Links

Program Description

Overview	The Fifth Dimension/University-Community (UC) Links is an approach to after school programming used by Boys and Girls Clubs, YMCAs and YWCAs, recreation centers, and public schools across America, Mexico, Brazil, Australia, Denmark, Sweden, Spain, and Russia. It provides a way to increase the educational programming of such institutions without substantially increasing the costs of operation. Beginning in 1986, the overarching goals of the Fifth Dimension approach were to: (1) create sustainable activity systems that increase understanding of the cultural mediation of mind and the processes of cognitive and social development, (2) provide contexts for children to master knowledge and skills mediating changes in their everyday practices, (3) deepen understanding of how the social and individual create each other, and to (4) provide a context in which undergraduates from disciplines such as teacher education, developmental psychology, and communications have opportunities to connect theory with practice and deliver services to children. In 1996 the University of California Office of the President provided seed funding to expand this model throughout California. The UC Links network was established to promote the university eligibility and academic preparedness of underserved youth throughout California using the practices developed by Fifth Dimension programs worldwide. The intent was to broaden the base of K–12 learning, by providing access to educational resources to those youth who are not yet on the path to higher education. The statewide program has three major objectives: (1) to improve the educational opportunities and aspirations for diverse California youth from low-income communities throughout the state, so that more of them will become eligible for the University of California in years to come, (2) to improve undergraduate education by providing living laboratories where students can integrate theory and practice, and (3) to pioneer new ways of collaborating that bring together institutions like universities, communities, and K–12 schools in long-term, sustainable programs for underserved K–12 youth.
Start Date	1986
Scope	international
Type	after school
Location	urban, suburban, rural

Setting	community-based organization, public school, recreation center
Participants	elementary, middle, and high school students (ages 5–18)
Number of Sites/Grantees	over 50 worldwide sites (2003)
Number Served	The number of children per site will vary according to setting. In a public school setting, as many as 80 children may be served in any week.
Components	Fifth Dimension programs take place in a computer club that may or may not be associated with the child's school and are located near university campuses since most are affiliated with colleges and universities. Participants are often from low-income homes and many attend on a regular basis through high school. At some sites, high schoolers who attended return and act as mentors for the younger children. Children typically visit a Fifth Dimension on a drop-in basis, although in most public school Fifth Dimensions children attend on a daily basis. Some children spend four to six hours per week of after school time participating in the Fifth Dimension, while others may come once a week for a few hours. Opportunities and constraints vary across locations, seasons, populations, and sites. Many children enter the Fifth Dimension directly after school or homework sessions. The main activities center around off-the-shelf educational programs selected for appropriateness, appeal, and educational value. In a prototype Fifth Dimension system (local names vary), a dozen or more children encounter a large variety of computer games, noncomputer games, and telecommunications activities on a regular basis over the course of a school year. As a rule, Fifth Dimensions contain a variety of kinds of computers at a ratio of one computer for every two to three children. Computer games, such as Carmen San Diego and the Secret Island of Dr. Brain, the Magic School Bus series, and noncomputer games, such as Origami, chess, and Boggle are a part of a make-believe activity system. Task cards that accompany each game or activity enable children and their mentors to negotiate goals for playing games and coordinate activities. Learning is collaborative with children often working together or with adult mentors called Wizard's Assistants. Students with extensive experience are given the opportunity to achieve the status of Young Assistant to the Wizard. The child's participation is voluntary and self-paced; there is no traditional teacher-student structure. Each Fifth Dimension has a site coordinator who is trained to recognize and support Fifth Dimension's pedagogical ideals and curricular materials. Undergraduate students are there to learn and play with the children. The site coordinator monitors the balance of education and play in interactions between children and undergraduates.
Funding Level	varies by local program
Funding Source	The Andrew W. Mellon Foundation provided funding for field-testing and evaluation of the original three programs begun in 1986. In 1996 the University of California Office of the President began funding the UC Links network of after school programs in California. Each local Fifth Dimension program negotiates operating resources from the university, community participants, and other outside funding agencies.

Evaluation

Overview	Evaluators developed collaborations for evaluation at three Fifth Dimension sites: Appalachian State University (ASU), California State University at San Marcos (CSUSM), and University of California at Santa Barbara (UCSB). The ASU team evaluated Fifth Dimension sites that were operated as part of an after school program at four elementary schools in Boone, North Carolina. The CSUSM team evaluated a Fifth Dimension site operating at the Boys and Girls Club in Escondido, California. The UCSB team evaluated a Fifth Dimension site operating at the Boys and Girls Club in Goleta, California. Evaluators wanted to assess changes in children's literacy that can be attributed to participation in the Fifth Dimension, specifically: (1) does learning to use educational software on computers improve a child's mind? and (2) what kinds of cognitive changes, if any, occur over the course of a year in which computer-naïve children learn to use a series of educational programs in an informal and nonthreatening environment? The outcome measures tapped changes in student literacy, broadly defined, including changes in computer literacy, language comprehension, problem-solving strategies, and academic achievement. The primary research method was to assess relevant cognitive skills of students before they began the Fifth Dimension program and after they had extensive experience in the program (e.g., more than 10 or 20 visits over the course of the academic year), and to compare their pretest to posttest changes with those of similar students who did not participate. Separate evaluations were also conducted of the Expedition after school program, a Fifth Dimension program with an archaeological learning framework in Oakland, California. Expedition involves University of California at Berkeley (UCB) faculty, staff, and students directly with sixth graders through a service learning course, Anthropology 128, Archaeological Practice in a Sixth Grade After-School Program. These evaluations sought to measure the program's success in achieving a number of youth outcomes, as well as UCB undergraduate students' goals.
Evaluators	William E. Blanton, Gary B. Moorman, Bobbie A. Hayes, and Mark L. Warner, Appalachian State University Miriam W. Schustack, Rachelle Strauss, and Patricia E. Worden, California State University at San Marcos Richard E. Mayer, Richard Durán, Amy Lavezzo, Roxana Moreno, Jill Quilici, David Sanchez, Rebecca Simon, and Scott Woodbridge, University of California at Santa Barbara Tamara Lynn Sturak, UC Links Program, Graduate School of Education, University of California, Berkeley
Evaluations Profiled	Effects of Participation in the Fifth Dimension on Far Transfer (ASU) Learning About Technology in a Non-Instructional Environment (CSUSM) Cognitive Consequences of Participation in a Fifth Dimension After-School Computer Club (UCSB) What is Learned in an After-School Computer Club? (UCSB) Evaluation of Expedition – Computers and Archaeology After School (UCB) Expedition – Computers and Archaeology After School: Year-End Report, 2000–2001 (UCB)
Evaluations Planned	Evaluations are ongoing.
Report Availability	Note: This is just a sampling of reports available. Many of these reports, as well as others, are available at: www.education.miami.edu/ blantonw/5dclhse/publications/pub1.html. Summary Reports Mayer, R. E., Blanton, W. E., Durán, R., & Schustack, M. W. (1999). Using new information technologies in the creation of sustainable afterschool literacy activities: Evaluation of cognitive outcomes. Available at www.psych.ucsb.edu/~mayer/fifth_dim_website/ HTML/res_reports/research_reports.html. Mayer, R. E., Schustack, M., & Blanton, W. (1999). What do children learn from using computers in an informal collaborative setting? Educational Technology, 39(2), 27–31. Mayer, R. E. (1997). Out-of-school learning: The case of an after-school computer club. Journal of Educational Computing Research, 16, 333–336. Underwood, C., Welsh, M., Emmons, C., Lerner, D., & Sturak, T. (2002). University-Community Links to higher learning: Program impact report. Berkeley: University of California at Berkeley, Office of the President, Educational Outreach Department. Available at: www.uclinks.org. ASU Blanton, W. E., Moorman, G. B., Hayes, B. A., & Warner, M. L. (1997). Effects of participation in the Fifth Dimension on far transfer. Journal of Educational Computing Research, 16, 371–396. CSUSM Schustack, M. W., Strauss, R. & Worden, P. E. (1997). Learning about technology in a non-instructional environment. Journal of Educational Computing Research, 16, 337–352. UCSB Mayer, R. E., Quilici, J., Moreno, R., Durán, R., Woodbridge, S., Simon, R., et al. (1997). Cognitive consequences of participation in a Fifth Dimension after-school computer club. Journal of Educational Computing Research, 16, 353–369. Mayer, R. E., Quilici, J. H., & Moreno, R. (1999). What is learned in an after-school computer club? Journal of Educational Computing Research, 20, 223–235. UCB Sturak, T. L. (2000). Evaluation of Expedition – computers and archaeology after school. Berkeley: Interactive University Project, University of California at Berkeley. Available at www.mactia.berkeley.edu/aop/activity/expedition.pdf (Acrobat file). Sturak, T. L. (2001). Expedition – computers and archaeology after school: Year-end report, 2000–2001. Berkeley: Interactive University Project, University of California at Berkeley.

Contacts

Evaluation	UC Links Mara Welsh Mahmood UC Links Statewide Office 615C University Hall Berkeley, CA 94720-1040 Tel: 510-643-7349 Email: mwelsh@uclink4.berkeley.edu ASU William E. Blanton, Ph.D., Professor of Teaching and Learning University of Miami, School of Education Merrick 324-A 5202 University Drive Coral Gables, FL 33146 Tel: 305-284-5053 Email: blantonw@miami.edu CSUSM Miriam W. Schustack, Ph.D., Professor Department of Psychology California State University 320 University Hall San Marcos, CA 92096-0001 Tel: 760-750-4095 Email: mschusta@csusm.edu UCSB Richard E. Mayer, Ph.D., Professor Department of Psychology University of California, Santa Barbara Santa Barbara, CA 93106 Tel: 805-893-2472 Email: mayer@psych.ucsb.edu UCB Tamara Lynn Sturak, After School and Community Coordinator UC Links Program School of Education University of California at Berkeley 615 C. University Hall Berkeley, CA 94720-1670 Tel: 510-643-7349 Email: tamara@uclink.berkeley.edu
Program	UC Links UC Links Statewide Office 615C University Hall Berkeley, CA 94720-1040 Tel: 510-643-7349 Email: uclinks@socrates.berkeley.edu ASU Walter P. Oldendorf, Ph.D., Coordinator Reich College of Education Appalachian State University Edwin Duncan Hall: EDH 04 730 Rivers Street Boone, NC 28608 Tel: 828-262-7279 Email: oldendrfwp@appstate.edu CSUSM Miriam W. Schustack, Ph.D., Professor Department of Psychology California State University 320 University Hall San Marcos, CA 92096-0001 Tel: 760-750-4095 Email: mschusta@csusm.edu UCSB Lupe Arteaga, Club Coordinator Club Proteo 5701 Hollister Avenue Goleta, CA 93117 Tel: 805-967-1612 Email: marteaga@education.ucsb.edu UCB Tamara Lynn Sturak, After School and Community Coordinator UC Links Program School of Education University of California at Berkeley 615 C. University Hall Berkeley, CA 94720-1670 Tel: 510-643-7349 Email: Tamara@uclink.berkeley.edu
Profile Updated	May 20, 2003

Evaluation 6 (UCB): Expedition – Computers and Archaeology After School Year End Report, 2000–2001

Evaluation Description

Evaluation Purpose	To examine how program goals were met during the second year of the Expedition program. The goals are to serve low-income sixth graders in Oakland, California by: enhancing their educational opportunities; providing them with a safe and enriching after school environment; helping develop their critical thinking and literacy skills; providing them access to computer technology; and using computer-based tools (with archaeology as a learning framework) to facilitate and motivate them to create their own stories and artifacts and to explore their immediate community in the broader context of the world beyond their neighborhood.
Evaluation Design	Non-Experimental: Data were collected from the Expedition program, a Fifth Dimension program based at Roosevelt Middle School in Oakland, California's San Antonio neighborhood. UCB undergraduate students served as participant observers, collecting ethnographic data on program participants.
Data Collection Methods	Interviews/Focus Groups: Interviews were conducted with three teachers at Roosevelt Middle School who had students in the Expedition program. Teachers were asked about how long they had been aware of the Expedition program, what feedback they had gotten about the program from participants, their view of program impacts on students, whether they taught archaeology and whether students were interested in archaeology, whether there was a particular student who was influenced by the program and in what ways, and suggestions for improvements. Teachers were also asked if they had seen changes in participants' self-esteem, confidence, behavior, academic achievement, attitudes toward social studies or history, computers skills and/or attitudes toward computers, and interest in going to college or academic goals. Observation: UCB undergraduates were required to write up detailed field notes after each Expedition session. Their observations focused on individual students and activities, their interactions with other students and adults, as well as their interactions with computers and other activity tools. Secondary Source/Data Review: Data on participants' ethnicity/nationality and primary language(s) spoke at home were supplied by parents on program intake records. Surveys/Questionnaires: Participants were asked to fill out an informal (non-required) survey. The survey asked for basic background information on the child, including computer and email use, knowledge of history and archaeology, favorite class, interests/hobbies, friends in the Expedition program, reason for coming to the program, and hopes for the program. A total of 46 participants completed the survey, 27 of which were “regular” participants (those who stayed with the program over the course of the year).
Data Collection Timeframe	Data were collected during the 2000–2001 school year.

Findings:
Formative/Process Findings

Activity Implementation	Thirty after school activities were designed and put into practice. They included computer games, computer skills, CD-ROM resources for various countries and cultures, hands-on archaeology activities, and improvised activities to meet children's individual needs.
Program Context/Infrastructure	Literacy is a major challenge at Roosevelt Middle School, since the school has a large population of recent immigrants, with 64% of the students in LEP (limited English proficiency) status. Of Roosevelt's 1,090 students, 82% qualify for a school-provided lunch program. A major challenge to the quality of the Expedition program has been the lack of Internet access in the computer labs, and most of the school in general. Expedition's staying power lead to a major breakthrough in this area—in spring 2001, several Information Systems & Technology staff offered to help finish the Internet network at Roosevelt, most of which was complete as of June 2001. Evaluators note that this assistance generated a tremendous amount of goodwill toward UCB at this school and in the community. Furthermore, the evaluators comment that teachers have renewed enthusiasm for using computer labs in future teaching practices, and that the availability of the Internet will enable the program to more readily expand computer lab access to families.
Recruitment/Participation	During 2000–2001, 75 children came to Expedition at least once and 36 were regular participants. These 36 provided most of the demographic data. Ethnic profiles for participants for whom data were available were: African American/Black (11), Chinese and Chinese American (6), Mexican American (5), Asian (1), Latin American (1), Native American (1), Honduran (1), white (1), and Salvadoran (1). Languages participants spoke at home included English (17), Spanish (13), Spanish and English (2), Chinese (2), Cantonese and Mandarin (2), Chinese and English (1), and Mien (1). Of the 27 regular participants who filled out a survey, 15 indicated that they had a computer at home, and 12 did not. In addition, 8 had used email and 19 had not. Asked at the end of the school year if they planned to attend college in the future, 14 of the 15 participants who were asked said “yes” or “definitely yes” and one said “not sure.” Expedition had a large number of nonnative English speakers during the 2000–2001 school year. Evaluators conjecture that this was primarily because LEP participants brought friends to the program, since Expedition staff included several bilingual mentors.
Staffing/Training	UC Berkeley undergraduates staffed Expedition two days each week for 22 weeks, resulting in 1,558 hours spent with the child participants.
Systemic Infrastructure	The Roosevelt Village Center (RVC) Collaborative at Roosevelt Middle School is the site and administrative home for Expedition. The village centers are collaborative ventures of community organizations and schools to implement coordinated comprehensive programs and services for youth at school sites after school and on weekends. According to evaluators, this model of “plugging in” the after school program to the larger RVC program has proven successful, sustainable, and efficient for UCB participants. The RVC has been helpful in institutionalizing the after school relationship with the school district, school staff, and parents. In addition, RVC provides administrative framework and data collection for Expedition activities, staffing for the school site, security, screening, structure, and transportation for Expedition field trips.

Summative/Outcome Findings

Academic	One-on-one practice with an adult increased literacy in students who were below grade level in reading, writing, and English speaking skills, as this field note illustrates, “After talking to [a participant] for a while he realized that I was actually going to help him read and understand the questions. First he would say that he did not know how to read English. Then he admitted that he knew, but he did not understand what he was reading. After a while, I got him to read everything and he would actually ask me why some words have different meanings sometimes.” In interviews, teachers were quick to mention steady improvements in English language proficiency of student participants. One student brought his math grade up from a C- to a B during the year, and his math teacher attributes his increased effort to his participation in and devotion to the Expedition program. Another Expedition student was described as having made great progress in English, writing, and computer skills. Native English speakers who were below grade level in reading skills were supported and tended to be more willing to practice reading in one-on-one situations, as this field note indicates, “[During] times when I was working only with Taneesha [one-on-one], she was persistent in her reading and even though she may have felt challenged, she was comfortable in taking the time to sound out words, and we wouldn't go on until we had read it correctly. Since we have been working in groups, she has been afraid to read, and often the others are so anxious to read, that she ends up not reading at all. And when she does read, she is definitely not as persistent in sounding out the difficult words because there is an audience of her peers listening to her, and perhaps she is embarrassed that her reading ability is not as high as theirs.” According to field note data, for some students, having another child or two in a supportive small group setting was helpful in developing literacy skills, “They slowly read the instructions together, one sentence each. Most of the time they were able to read what it was, but not really understand, in which case I would have to explain it to them … Their comfort shows in that they are less afraid of situations and even more willing to try. They are not embarrassed by reading in English and they are beginning to be more vocal with the English they do know.” Undergraduate students working with the children found that hands-on activities and problem-solving games were very effective learning tools, especially for children who have difficulty with the dominant paradigm for learning in schools, “We took more notes on the artifacts that we found and used our archaeological sketches to reference the objects to the book. The girls were excited about this game and wanted to explore every room as it magically transitioned to the past and filled with life and color. They specifically were interested in the grinding of the corn, and Anita was delighted to know that she could make baskets the way the ancient Pueblo people could.” When given the option to type on the keyboard, students were eager to write and use Microsoft Word to improve their writing and computer skills, as this field note illustrates, “When he noticed that a line would appear under a word he had typed, he would realize he had spelled it wrong. I never saw Microsoft Word as a learning tool, but he was able to spell the words correctly because immediately when he misspelled the words a line would appear.”
Family	Two participants were given their own computers by their mothers during the year in recognition of their intense interest in computers and their dedication to the after school activities.
Youth Development	Field note observations suggest that participants' self-esteem and self-confidence flourished and increased markedly when they were permitted to be the experts, with adults who had abandoned the authoritative role, “Like many other students, Anita seems to show more confidence in her abilities, taking a risk in trying them out, with the more challenges she successfully overcomes ¼ It is at this level that I am starting to see a definite change in Anita's approach to the game. She is now more independent, challenging the ideas that I put forth. I have often detected a sense of doubt in her after I have answered some of the questions that she has asked, but she has never been so forward as to openly challenge my ideas. I am happy to see the change.”

A Profile of the Evaluation of Fifth Dimension/University-Community Links

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