Purpose of the Assessment
This STEM advising event was developed to increase EMCC pre-med students’ understanding of the medical school admissions process and to equip participants with the knowledge, skills, confidence, and strategies necessary to become competitive applicants.
Harry Carrozza’s presentation has the potential to inspire and challenge student perspectives, particularly among those who may doubt the value of beginning their academic journey at a community college. This event provides an opportunity to reshape that narrative by demonstrating that success is determined not by where students begin, but by the path they intentionally create.
Participants completed a survey before and after the presentation to assess its effectiveness and to inform future pedagogical approaches of the EMCC STEM FOI Advisement Team.
Necessity for the Assessment
As advisors for pre-med and other pre-professional students, we consistently provide guidance regarding medical school admission requirements and the importance of early preparation. However, this guidance is not always fully understood or acted upon.
This assessment was necessary to evaluate whether delivering the same information through an alternative method—specifically, a peer-led presentation—would increase student understanding and motivation. The guest speaker, a former MCCCD student who successfully matriculated into medical school, serves as a relatable example for EMCC students.
We hypothesize that hearing this information from a peer with a similar background will result in deeper learning and increased motivation to take proactive steps toward medical school preparation.
Implementation of the Practice
This presentation was designed using a Deeper Learning approach, which prepares students for complex, real-world challenges. It emphasizes student-centered pedagogy and connects learning to meaningful, authentic experiences that foster academic, intrapersonal, and interpersonal competencies.
The event was held on April 15 from 4:30 p.m. to 5:30 p.m., with options for in-person attendance at the Plaza Gallery or virtual participation. The guest speaker, Harry Carrozza, is a former MCCCD graduate who later graduated from the U of A and successfully matriculated into Midwestern University’s medical school.
The event was promoted through EMCC Marketing and the STEM Center of Excellence. All students enrolled in pre-professional degree programs received an email invitation.
To assess effectiveness, Advisor Deeda Webster developed pre- and post-event surveys measuring students’ awareness, perceptions, confidence, and preparedness for medical school. The survey included Likert-scale questions and open-ended responses for quantitative and qualitative analysis.
The assessment evaluates whether students can accurately identify medical school admission requirements, including academic preparation, clinical experiences, and application components. This ensures the event aligns with intended Student Learning Outcomes (SLOs).
Student Learning Outcomes (SLOs) Measured
- SLO 1: Students will identify medical school admission requirements.
- SLO 2: Students will develop an academic and career action plan.
- SLO 3: Students will demonstrate increased confidence and self-efficacy.
This assessment also supports the following Maricopa Advising Outcomes:
- Academic Planning – Students understand requirements and create an educational plan.
- Career & Transfer Readiness – Students connect academic pathways to career and transfer goals.
- Resource Awareness & Utilization – Students identify and use campus and community resources.
- Self-Efficacy & Responsibility – Students take ownership of their academic and career journey.
- Decision-Making Skills – Students make informed academic and career decisions.
Interpretation of Results
The assessment results aligned with expectations. The event increased students’ understanding of the medical school admissions process and improved their confidence in managing the required activities. Participants reported growth from little or no confidence and understanding prior to the event to a moderate level of understanding and confidence
Pre-event 75% of attendees reported being somewhat confident, 12.5% moderately confident, and 12.5% not confident at all. Post event, 66.7% of attendees reported moderate confidence, with 33.3% s reporting they are somewhat confident; there were no attendees reporting no confidence post event. (See appendices for survey results by question, expressed in percentages.)
Abstract
“Starting Small, Dreaming Big”: A STEM Advisement Presentation for Pre-Professional Students examines the effectiveness of a peer-led intervention designed to improve community college students’ understanding of medical school admissions requirements and readiness. At Estrella Mountain Community College (EMCC), many pre-med students demonstrate limited awareness of key components necessary for competitive admission, including prerequisite coursework, GPA expectations, MCAT preparation, and sustained clinical and volunteer engagement. Despite consistent advising, students often underestimate the level of preparation required, resulting in delayed planning and underdeveloped academic and experiential profiles.
To address this gap in knowledge, a STEM advising event was implemented featuring a former Maricopa Community Colleges student who successfully matriculated into medical school. Grounded in a Deeper Learning framework, the presentation emphasized real-world application, peer relatability, and student-centered engagement. The intervention aimed to enhance credibility of advising information and promote early, intentional preparation through lived experience narratives.
A pre- and post-assessment design was used to evaluate changes in students’ knowledge, confidence, and preparedness. Survey instruments included Likert-scale and open-ended questions aligned with Student Learning Outcomes (SLOs) related to identifying admissions requirements, developing academic and career plans, and increasing self-efficacy. The assessment also supported Maricopa advising outcomes, including academic planning, career readiness, resource utilization, decision-making, and student responsibility.
Findings indicate a measurable increase in students’ understanding of the medical school admissions process and moderate gains in confidence and self-efficacy. While improvements were incremental, results suggest that peer-led, experience-based interventions can enhance student engagement and reinforce advising messages more effectively than traditional methods alone.
Ongoing implementation and longitudinal assessment are recommended to evaluate sustained behavioral changes, including early participation in clinical, volunteer, and academic preparation activities. This model highlights the value of integrating peer narratives into advising practices to foster informed decision-making and strengthen pre-professional student pathways in community college settings.
| Attachment | Size |
|---|---|
| Pre assessment survey results chart- appendix 1 | 309.22 KB |
| Post assessment survey results chart-appendix 2 | 139.37 KB |
| Likert scale survey results chart-appendix 3 | 90.26 KB |
Comments
This event was created, organized, and facilitated by Bryan Hernandez, MA.