Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 66 piqued, "or have had a spark. It's a good way to say it. A spark after the session." This is perhaps important to keep in mind when considering what constitute reasonable expectations for a program like Connected North 34 , and which could inform discussions surrounding how many and what range of sessions to offer to equitably support different students. The quantitative data from the teachers' survey provided some modest additional support for increased student interest, albeit in a very specific domain: 54% of respondents observed increased student interest in learning from Indigenous or diverse role models. The student survey also once again provided mild additional support for the idea that Connected North promotes increased interest. Sixty-eight percent of students at least somewhat agreed with the statement ""I am excited about what I learned today," though once again the caveat applies that the comparator (i.e., the percentage who would be excited about what they learned on a day without a Connected North session) is unknown. Short-Term Outcome #3: Increased Student Motivation The available evidence provides moderate support for the idea that Connected North is contributing to increased student motivation. Teacher survey results showed strong agreement that sessions help engage and motivate students, and interviewed teachers seemed optimistic that Connected North should support this outcome, even while noting that overall motivation is a nebulous concept and that attribution is difficult. Content analysis of teacher survey comments further reflected many positive statements about students feeling motivated after sessions. In interviews, teachers seemed optimistic about Connect North's capacity to motivate; but tended to view motivation as a more nebulous concept, either stating that it was not really something they could speak to or bringing it back to more concrete observable effects, such as interest or attendance. One teacher noted that, owing to their long career, they had had the opportunity to see students progress through school, and that based on her conversations with former students they felt comfortable saying Connected North had a positive influence on motivation. They were careful, however, to specify that the program was part of a larger educational system: "It's all little seed planting to move forward. It's the way I see it. But other than that, I don't know which seeds will be growing further." The Content Analysis of the teacher survey found a modest number of responses (98% positive) related to student motivation. Comments ranged from general (e.g., "It engages my students and they always leave motivated to learn.") to specific, such as responses detailing how Connected North sessions motivated a specific student to pursue a related career path, including owing to inspiration by Indigenous or other role models who had found success in that career. 34 In their review of the educational value of field trips