College Connections: A Mandatory Intervention Program for - - PowerPoint PPT Presentation

College Connections: A Mandatory Intervention Program for Academically Under-Prepared Students

Patrick Clarke Brian Heuett Jill Wilks Southern Utah University www.suu.edu

Overview of Presentation

Introduce the College Connections

Program Concept and Components

Tie in Learning Theory and Design for

Learning Concepts

Question and Answer

Relevant Issues

Students admitted who do not meet minimum

admission’s criteria, or barely meet admission’s criteria

SUU needs to embrace a proactive stance Unique perspectives regarding math and writing Implement strategies that are informed by

learning theory and substantiated by effective models

Program is a Pilot

Retention rates and index scores

– Students admitted below SUU’s index score of 80 (3 year average retention rate of 55%) – Students admitted with indexes between 80 and 84 (3 year average retention rate of 41%) – Similar retention numbers exist for students with index scores between 84 and 90

Potential for expansion

Components

Three-week summer bridge

program

Required living & learning

experience throughout the academic year

Peer mentors

Inspiration for Design

The Eckerd College “Autumn Term” Various Summer Bridge Models Changes in the way developmental

math is taught at SUU

Success with mandatory writing lab

for low index students at SUU

Assessment of Developmental Math

New approach implemented fall 2004

– Major focus on out-of-class support activities – Collaboration with Student Support Services – Math 0900 (Pre-algebra)

• Before new approach: 68% pass rate for math 0900
• After new approach: 80% pass rate for math 0900

– Math 0990 (Introduction to Algebra)

• Before new approach: 62% pass rate for math 0900
• After new approach: 88% pass rate for math 0990

Assessment of Developmental Writing

Students with low ACT and SAT scores in

English must take ENGL 1000 with ENGL 1010 (Intro. to Academic Writing)

– Significant increase in the use of the SUU Writing Center among these students – Active participation in ENGL 1000 correlates to pass rates for ENGL 1010

Basic Components of Summer Bridge

UNIV 1015 – Three credit hour course

beginning August 8th

Serves as admission requirement Unique focus regarding developmental

math and writing

Community building & success skills Extended orientation to campus

Math in UNIV 1015?

Revisit Multiplication Work with Student Support Services to address:

– Math anxiety, perceived math disability, and stress management

Address math phobia Make it fun! The idea is not to teach new concepts, but to meet

students where they are and prepare them for entry into developmental math courses.

Writing in UNIV 1015?

Address fears related to writing Go over basic writing skills Make writing projects fun! Groups of students

will write comics

– Fears about writing will be personified in the form of “villains” – Using what they are learning in the class, students will write storylines about how they beat the “villains” with the skills and strategies they are learning

The intent is to attempt to break down fears and

increase confidence about writing

Focus on Connecting Students to SUU

Connecting to faculty, staff, and other

students

Developing presentational skills Focus on confidence Focus on wellness issues Connecting to the university through clubs

and organizations

Extended orientation to campus

College Connections Learning Community

Students required to live on designated floors and

attend activities and programs on those floors throughout the year

Building a new computer and academic resource

lab where peer mentors will work with students.

College Connections students will enroll in

designated sections of UNIV 1000 (FYE) with Jill Wilks, SUU Learning Specialist

Academic Rigor Essential

 Summer connections about relaxing the student and gaining trust

– Handshake history – Authorities are consultants, facilitators, not judges or labelers

 Learning communities & my FYE class: Academic rigor

– Require and expect same as Honor student – Require authentic learning and honesty. – Must believe in and model value of higher education. – Must hold standards high and model the value of facing challenge. – Must believe all can do it…no matter past. – Time line on learning? Yes

 Empower disenfranchised to know how to learn, how to architect brain.

– Roger’s unconditional positive regard – Learning theory – Quantum approach

Basic Learning Theory

New definition of Intelligence Nature of Knowledge Dendrites Disequilibrium: Fight Flight Filters Neurotransmitters Voice Directive thinking: medical examples Learning and thinking take time

Design for Learning

 Train Faculty/Peer Leaders/Tutors in Learning

– Believe in learning and potential – De-emphasize labels and judgment – Know self and biases – Allow brain-based learning to occur: integrate in curriculum and assignments

 Design elements

– Focus on habits vs. skills – Teach self evaluation: authority vs authoritative – Create rich environments, expansive opportunity – Create learning communities: seminar and Output – Use peer mentors – Provide testing support

Your Input?!

After this I realize… I was wondering… Comments, questions, concerns,

complaints, compliments, emotional

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