Here we present a case-based talk that applies both systems thinking and the concept of isomorphism to a complex, mulch-institutional college bridge program. For more information please contact Patrick Barlow at Pbarlow1@utk.edu

1. RETROSPECTIVE APPLICATION
OF SYSTEMS THINKING AND
ISOMORPHISM TO A COMPLEX
MULTI-INSTITUTIONAL
EVALUATION PROJECT
Patrick B. Barlow
PhD. Student in Evaluation, Statistics, & Measurement, the University of
Tennessee
Eric Heidel, PhD
Assistant Professor of Biostatistics, the University of Tennessee Graduate
School of Medicine.

2. What’s on the Agenda?
• Case presentation
• How can systems thinking be applied to
the Bridge Program?
• How can isomorphism and boundaries
be applied to the bridge program?
• Isomorphism, boundaries, and
evaluator competency
• Questions

3. Program Description
Evaluation & Evaluator Role
The Problem
CASE PRESENTATION

4. Program Description
The UT-PSCC Bridge Program was conceived as part of a statewide
initiative to provide additional transfer pathways and strengthen
ties between two-year and four-year state institutions.
Summer Session (UT)
Wait-listed UT students who enroll in the program move into UT housing
Enroll in multiple UT summer courses
Fall Session (PSCC)
Students continue to live on the UT campus
Take full course load at PSCC
Must maintain 2.0GPA & 15 transferable credits
Spring Session (PSCC)
Continue to live at UT
Courses at PSCC
Must have 2.5 GPS & 30 credits
If benchmarks are met, then the student is guaranteed enrollment at UT the
following Fall Semester.

5. Evaluation and Evaluator Role
Student evaluator
– Internal (UT student)
– External (not employed by the program)
Evaluation Design
– Mixed methods design with multiple planned
data sources including survey, interview, and
focus group data.
Program “Schematic”

6. The Problem
Initial lack of…
– Organization
– Communication
Multiple university systems
– Shared responsibilities/offices
– Number of stakeholders
– Physical distance between systems
Constantly evolving program

7. What are systems?
How did we view system boundaries in the Bridge Program?
HOW CAN SYSTEMS BE
APPLIED TO THE BRIDGE
PROGRAM?

8. Systems & Boundaries
In general, a system is a, “complex whole of
related parts” (Cabrera)
In evaluation:
• What is the program? What is it not?
• What are the parts of the program?
• How do these parts relate to one another &
the program as a whole?
• Conscious recognition of these elements is key

9. The Focus
Acknowledging & understanding the
interrelations among program elements as
well as between the program & external
forces.

10. Key Systems in the Bridge Program
UT-PSCC Bridge
Program
TN
Legislature
UT PSCC

11. A Closer Look
UT-PSCC Bridge Program
Pellissippi
The
State
University of
Program Community
Tennessee Admin. College
Student
Admissions Academic
Success
Affairs
Center
Billing/
1stYr. Student Financial Campus Campus
Studies Activities Aid A B
Marketing/
College College Comm.
A B
Advising/ Campus Campus
Orientation A B
Faculty Faculty
Housing/
Dept Dept
Student
A B Services

12. One Step Deeper
• Within the program are The University of Tennessee
two university systems
• Within each university
there are multiple
administrative divisions Division of Student
Life
• Within each division
there are individual
offices University Housing
• Finally, within each
office there are
numerous stakeholders
who are responsible for Executive
providing services. Director

13. What is isomorphism?
How did we apply isomorphism to the Bridge Program?
HOW CAN ISOMORPHISM AND
BOUNDARIES BE APPLIED TO
THE BRIDGE PROGRAM?

14. Isomorphism
• Etymology
– Iso = “equal” and Morphosis = “to form”
• Mathematics
– 1:1 correspondence between two mathematical
sets so that operations cause the same result
for each set
• Biology
– Similarity in form, despite different ancestry

15. Isomorphism
• “Recursive replication” of processes and content (Liddle &
Saba, 1983)
• “Overlay of overlays” with philosophy and theory (Liddle,
1988)
• Categories with different content, but similar form, have
corresponding parts and processes (Hofstadter, 1979)
• Repetitive or similar patterns, translation of models and
principles, identical structure and process, interventions,
behaviors (White & Russell, 1997)
• Unconscious phenomenon that plays an integral role in
understanding relationships between systems (Bernard &
Goodyear, 2004; Gentry, 1986; Williams, 1997)

16. Awareness of Isomorphism
Evaluators can better understand:
– The similarities and overlap between systems
– The interdependency between system
– Corresponding parts of different systems
– How changes and occurrences in one system
exact change in another system

17. Isomorphism & the Bridge Program
UT-PSCC Bridge Program
Pellissippi
The
State
University of
Program Community
Tennessee Admin. College
Student
Admissions Academic
Success
Affairs
Center
Billing/
1stYr. Student Financial Campus Campus
Studies Activities Aid A B
Marketing/
College College Comm.
A B
Advising/ Campus Campus
Orientation A B
Faculty Faculty
Housing/
Dept Dept
Student
A B Services

18. Implications for future evaluations
ISOMORPHISM,
BOUNDARIES, AND
EVALUATOR COMPETENCY

19. Implications for Future Evaluations
Incorporating both Isomorphism and
systems thinking enhances the evaluator’s
ability to…
1. Visualize and understand program structure
2. Anticipate conflict, difficulties, and/or
ethical dilemmas
3. Engage in reflective practice using past
evaluation experiences as part of promoting
professional development

20. QUESTIONS?