presented by: joann canales, phd founding dean, …. participants submit questions for panelists...
TRANSCRIPT
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Presented by:
JoAnn Canales, PhD
Founding Dean, College of Graduate Studies
Texas A&M University-Corpus Christi
Jaime Chahin, PhD
Dean, College of Applied Arts
Texas State University
Elizabeth Gutierrez, PhD
Director of State Policy
Lumina Foundation
HACU 27th Annual Meeting Chicago, Illinois October 28, 2013
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1. Participants submit questions for panelists
“My take-away from this session . . .”
2. Panelists present information and
incorporate questions where possible
3. Participants and panelists engage in
conversation on information
presented/remaining questions/additional
examples of practices and policies
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By 2040, need the projected 30 % Latino population contributing to the economy
HSIs’ Contribution:
238 HSI members in 14 states in HACU
50% (1.5 million) of Latinos attend HSIs
40% of the UG degrees awarded by HSIs
20% of all UG STEM degrees awarded to Latino are from HSIs
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STEM camps for upper elementary and middle school students on high school and college campuses 2+2 partnerships (High school/community college) Early and frequent experiences for k-12 students on college campuses (summer and bridge community college/4 yr IHE programs) Outreach programs provided by university student groups Alternative pathways to high school diploma center (Denver Public Schools) Minority Speaker Series addressing opportunities and pathways to possibilities Programs that involve the parents – addressing need, possibilities, financial aid and pathways to careers Explicit and transparent conversation and training addressing skill sets and experiences need for college admissions, scholarship consideration, successful entrance exam scores, leadership and resilience.
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2+2 partnerships (community college/4 yr IHE)
Clearly delineated and specific articulation agreements between community colleges and 4 year IHEs
Reverse transfer agreements
Statewide agreements related to transfer of credits
Early alert systems with intrusive interventions
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Career and professional development programs
Latino Welcoming Campus Events
Discipline –specific study centers at the UG and G levels
Graduate Assistantships (well-funded)
Orientations to the academy – academic, co-curricular and resources
Culturally responsive support and advising
Student engagement – internal and external to the campus community
Continuous assessment of satisfaction, needs
Early alert systems – UG and G
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Results
$20 M in STEM education-related grants
2010-11 -- 932 (81%) STEM UG degrees – minorities
2010-11 -- 211 (45%) STEM G degrees - minorities
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Practices
STEM teacher training
Pipeline programs with Miami-Dade PS
Quarterly meetings with PS
Discipline-specific centers
Summer internships
Nontraditional classroom
Student exposure to Nobel Laureate winners
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Dr. Jaime Chahín, Dean
College of Applied Arts
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Fall 2012 Fall 2013 Percent
Change
Undergraduate 29,458 31,032 + 5.3%
Graduate – Master’s 3,645 3,505 - 3.8%
Graduate – Doctoral 444 444 0.0%
Postbaccalaureate 678 587 - 13.4%
Total 34,225 35,568 + 3.9%
Source: CBM001 Report to THECB; Fall 2013 data are preliminary and uncertified. Doctoral enrollment includes students classified as special professional (2012 n=120; 2013 n=117)
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57%
28%
7% 4%
1%
3%
Fall 2012
WhiteHispanicAfrican AmericanOther race/multiracial
Source: CBM001 Report to THECB; Fall 2013 data are preliminary and uncertified.
55%
30%
8%
4%
1%
2%
Fall 2013
WhiteHispanicAfrican AmericanOther race/multiracial
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Hispanic
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Passing Summer Course Credits Earned
Summer Students English Algebra I Technology 1 2 3
2004 73 63% 27% 100% 32% 33% 21%
2005 60 97% 28% 67% 28% 42% 27%
2006 68 78% 43% 100% 16% 47% 37%
2007 73 66% 38% 100% 28% 40% 32%
2008 71 94% 43% 100% 8% 49% 43%
2009 69 54% 52% 97% 27% 36% 35%
2010 66 58% 45% 91% 21% 41% 30%
Total 480 72% 40% 94% 23% 41% 32%
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Agriculture 26
Chemistry 1
Biology 9
Nutrition 7
Environmental 4
Engineering 1
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Class attendance follow-up
Financial Aid Information
Tutoring
Housing
Organized field trip activities
Internships
University campus visits for transfers
Tuition, Fees and iPad
Development of learning communities
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10 students at FSIS, NRCS, and Forest Service
10 Student job shadowing veterinarians, horticulture, olive gardens and zoo
1 Student attended Welch Summer Research Institute for Biochemistry
48 Undergraduates and 2 graduates participated in training at the Southwest Border Food Safety and Defense Center.
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Three students worked with Dr. Ivan Castro-Arellano in the Department of Biology to identify the ecological correlates of the prevalence of Borrelia (Lyme disease agent).
Two students worked with Dr. Michelle Lane in nutrition on a proposal concerning the mechanism by which Vitamin A prevents cancer metastasis. Student performs tissue culture and various molecular and biochemical techniques.
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Students will also present on the internship experiences to the rest of their peers
USDA speakers from the service area invited every month
MANRRS monthly meeting for students to stay focus-National organization
Monthly brown bag lunches to discuss research projects
iPad issued to each individual student
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Develop focus groups to discuss research topics for the academic year.
Discussion on understanding the value of the academic process.
Introduction of faculty from various departments for the students to ask questions concerning the discipline.
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Discipline GPA Average Credit
Hours 62
Agriculture 2.9
Chemistry 3.7
Biology 3.2
Nutrition 3.2
Environmental Science 2.8
Engineering 3.9
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Partners for Academic Student Success (PASS), is an initiative of the College of Applied Arts Advising Center designed to assist students on academic probation. At this time the College of Applied Arts is one of the only colleges requiring their probation students to complete the PASS program.
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The Counseling Center
Student Affairs
Student Learning Assistance Center
The Writing Center
The Department of Philosophy
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Probation Policies
Suspension Policies
Academic Probation and Suspension impact on Financial Aid
Campus Resources Available
Probation Strategies
Advising Center Website
GPA Calculations
Grade Replacement
Overview of important campus dates and deadlines
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Scientific Writing
Getting into Grad School I (Curriculum Vitae)
Close Reading: Fiction
Surviving the In-class Essay
Writing a Graduate Thesis
Breaking Bad Study Habits
Writing with Non-Traditional Texts:
Getting into Grad School II (Statements of Purpose)
Going with the Flow: Academic Writing and Transitions
Procrastinators Anonymous
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Introduction to Basic Stress Management
Yoga for the Mind: Transforming Stress
Overcome Test, Math & Performance Anxiety
Mood Management: Taking Charge of Feeling Good
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September 18th Self Discovery
October 2nd Defense Mechanisms
*October 16th Personal Growth Process
October 30th More than Mind, Body, Spirit
November 13th Confluency and Creativity
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The Top 10 Vital College Success Strategies
U-Turn: From Probation to Success
Making the Grade: Test Taking Strategies
The Prepper’s Guide to Surviving College
Overcoming the Odds: Student Stories of Success
U-Turn: From Probation to Success
Majoring in Success
The Finals Countdown
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Introduction to Basic Stress Management
Yoga for the Mind: Transforming Stress
Overcome Test, Math & Performance Anxiety
Mood Management: Taking Charge of Feeling Good
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Writing in the Sciences
Writing for History
Writing for the Social Science
Writing for Journalism
Writing for Business
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Students who completed PASS (N=104)
N %
Good Academic Standing 49 47.1
GPA Progress 31 29.8
GPA No Progress 22 21.2
Withdrew from University 2 1.9
Total 104 100
Total Good Academic
Standing/Improvement 80 76.9
Students who did NOT complete PASS (N=82)
N %
Good Academic Standing 13 15.9
GPA Progress 31 37.8
GPA No Progress 32 39
Withdrew from University 6 7.3
Total 82 100
Total Good Academic
Standing/Improvement 44 53.7
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Students who completed PASS (N=100) N %
Good Academic Standing 41 41
GPA Progress 39 39
GPA No Progress 20 20
Total 100 100
Total Good Academic
Standing/Improvement 80 80
Students who did NOT complete PASS (N=158) N %
Good Academic Standing 25 15.8
GPA Progress 17 10.8
GPA No Progress 39 24.7
Did not enroll for spring 2013 74 46.8
Withdrew from University 3 1.9
Total 158 100
Total Good Academic
Standing/Improvement
42 26.6
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Dr. Liz Gutierrez
Director of State Policy
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Policy and Practice to Create Clear Student Pathways
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Connect to community
Use data to drive decision
Work in partnership
Measure all efforts
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Goal: At least one college degree in every home in the
city of Santa Ana Create a guaranteed admissions pathway from
Santa Ana College to Cal State-Fullerton and the University of California-Irvine
Metric: 80% college going from high school 80% AA degree completion in 3 years 85% of transfers to CSU and UC complete BA
within 3 years
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Guaranteed financial support for pre-transfer studies at community college (SAC)
Academic learning communities to ensure access to math and English courses
Transfer mentors
Orientation and annual workshops for parents
Early college enrollment in spring for Santa Ana High School students
Library privileges at CSU and UC while enrolled at Santa Ana College
Access to the Early Assessment Program for placement in college level math and English courses
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Create seamless transfer pathways to degrees
Create associates degrees for transfer
Guarantee transfer from community colleges to CSU system
Simpler, clearer, shorter paths to transfer and degree
Save millions by efficient progress through community colleges and CSU
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Timing is crucial Leaders as champions for student success
Metrics for accountability and public reporting
Firm timelines
Student data and Information exchange about
what works
Adoption of best practices across institutions
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How to move from pockets of excellence to institutionalized
policy and practice?
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luminafoundation.org
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Transformational Program Design Transformational Pedagogy Transformational Certification Models Transformational Student Support Services Transformational Collaborations and Synergy Others? Food for thought: Collaboration is an unnatural act among consenting adults . . . Needed is an unwavering commitment to sustainable synergy driven by moral imperative versus legislative mandates or available funding.