Title III Year 1 Celebration

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title iii year one celebration!

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daemen college title iii project overview strategic interventions and academic support for students identified as at risk for attrition summer bridge january intersession academic orientation extended orientation and academic major and career exploration professional development and course redesign opportunities for faculty workshops for faculty on high impact pedagogies educational technologies and advising summer institutes on teaching and learning summer contracts for course redesign with an emphasis on gateway courses travel to teaching and learning conferences increased access to instructional technology an advanced computer classroom will be designed and built in 2012-2013 3d instructional technology will be available to faculty in all disciplines funds for related instructional software and additional training will be provided strengthening student information systems and data access using data to track student progress and to predict students at risk in order to provide targeted support and intervention additional training and support for faculty administrators and staff on the use of datatel colleague webadvisor and hobsons retain strengthening fiscal stability the title iii grant project will improve retention and graduation rates resulting in increased revenue as a result new programs will be operationalized as ongoing programs to support student success over $300,000 in grant funds will be added to daemen s endowment strengthening long-term investments to support college operations and provide scholarships.

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staff and committees grant staff mimi harris steadman michael berta blake thurman karen moronski-chapman kim kerrigan doris murphy danielle woodman kehoe 839-8567 566-7870 839-8482 566-7879 566-7878 839-8227 480-5119 executive director cetl and title iii project director director of the experimental classroom cetl executive director retention activities project assistant for title iii cetl assistant retention activities executive director office of academic affairs title iii website manager executive director office of academic grants sponsored programs title iii grant management specialist steering committee charge to oversee all work related to title iii edwin clausen mimi harris steadman chair paulette anzelone michael brogan patricia brown laura edsberg richanne mankey maureen millane karen moronski-chapman ronald schenk kevin telford blake thurman laurie walsh beverly weeks frank williams instruction student success committee charge to review and approve project funding ron schenk co-chair kevin telford co-chair mark brown sabrina fennell michele flint gregory ford kristin fries erica frisicaropawlowski intisar hibschweiler robert morace cheryl nosek mimi harris steadman blake thurman adriane williams data and information committee charge strengthen student information systems and data access mimi harris steadman chair paulette anzelone pat beaman kathy boone lauren jaeger teri joyce danielle kehoe kelly monkelbaan karen moronski chapman bill morris rimma nisnevich blake thurman brian wilkins elizabeth wright john zaepfel

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title iii project goals · increase persistence rates measured by graduation within six years · increase retention rates first year to second year · increase retention and persistence rates of underrepresented minority students · increase student success in math and science gateway courses · strengthen student writing skills · provide additional academic support for students who are identified as at-risk for attrition · strengthen the use of student information systems e.g datatel colleague and hobsons retain · continue to support faculty in use of high impact pedagogies and instructional technologies · increase fiscal stability through endowment growth and increased retention-driven enrollment revenues.

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retention and persistence goals · increase retention 1st to 2nd year and persistence to graduation rates · increase retention and persistence to graduation rates of underrepresented minority urm students retention those students who complete the first year and return for year two first year to second year persistence those students in the original entering cohort who continue to make progress toward their degrees after the first year 2nd to 3rd year and beyond six-year graduation rate a common measure of the percentage of those in an entering cohort who earned a degree within 6 years of starting at the college historic views and trends based on data provided by patricia beaman director institutional research

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title iii institutional objectives by end of the grant period in 2016 objective 1 six year graduation rates as reported by ipeds integrated postsecondary education data system will increase to a minimum of 54 objective 2 retention to the second year will be at least 82

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objective 3 persistence to degree completion for daemen under represented minority urm students will meet or be within 5 of the benchmark rate of carnegie institutions baseline 2003 entering cohort ­ peers 48 daemen 35.1 objective 4 deficiencies and withdrawals non-mastery ­ d f w grades in math and science gateways will decline objective 5 a minimum of 55 of freshmen who complete cmp 101 will demonstrate skills at the expected level for students who had completed a college level composition course objective 6 85 of faculty in gateway courses will have participated in faculty development activities related to instruction and 66 will have adopted new instruction techniques/technologies objective 7 over 50 of incoming daemen students will participate in targeted interventions and activities to strengthen college-readiness success in gateways and overall retention and persistence objective 8 90 of full-time faculty and 95 of key administrators will have participated in workshops seminars and information sessions on features of student information systems 85 of faculty will have knowledge of advising best practices objective 9 increased retention will add $1.3 million in revenue objective 10 $300,000 will be added directly in title iii grant funds to the endowment.

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through fiscal stability in year one 106,852 was added to the daemen college endowment fund through grant funds!

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through professional development and course redesign opportunities for faculty title iii funding opportunities for faculty from the title iii instruction and student success committee issc faculty are invited to apply for funds for professional development course redesign and student success projects priority funding areas aligned with title iii goals · faculty teaching gateway courses · faculty working on interventions for students underprepared for college-level work · faculty developing strategies to promote the success of students who are underrepresented in higher education funding categories summer institutes for course and instruction redesign these funds are designed to be used primarily by faculty who participate in a topical summer institute e.g stem teaching then spend significant time to redesign a course or include new pedagogies examples math 97 course redesign using new software that allows students to self-assess and reinforce skills where needed summer 2012 chemistry 111 revised to include blended learning pedagogies funding to bring in guest speakers for workshops or professional development consultants example english department brought writing-in-the-disciplines expert to campus in june 2102 for a full day workshop aligned with the title iii goal to improve student writing instructional supplies technology e.g clickers software books equipment etc examples learning style vark software proposal from natural sciences math software proposal from mathematics department travel to conferences focused on high impact pedagogies student success etc examples two natural sciences faculty attending nsf case study pedagogy conference in september 2012 math faculty member attended conference on acceleration in developmental education in may 2012 to apply for funds visit the daemen title iii google site https sites.google.com/a/daemen.edu/title-iii/funding-opportunities.

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relevant retention research topic finding other students help to popularize academic success and thus increase student motivation for academic achievement application by increasing student engagement instructors may be able to increase student efforts faculty can provide students with opportunities for social engagement as social integration is a key aspect of student persistence when working with students it is important to consider how their previous pedagogical experience may shape their learning in college instructors within different majors can differentiate instruction to create a classroom environment that encompasses the personalities and needs of the students in order to meet the needs of all students it is important for faculty to differentiate their instruction in an effort to reach students who learn through different modalities references palmer r t davis r j maramba d c 2010 role of an hbcu in supporting academic success for underprepared black males the negro educational review 611 85-106 bean j p 1985 interaction effects based on class level in an explanatory model of college student dropout syndrome american educational research journal 221 35-64 sadler p m tai r h 2001 success in introductory college physics the role of high school preparation science education 852 111-136 tai r h sadler p m loehr j f 2005 may 9 factors influencing success in introductory college chemistry journal of research in science teaching 429 987-1012 porter s r umbach p d 2007 june college major choice an analysis of person-environment fit research in higher education 474 429-449 smart j c umbach p d 2007 march faculty and academic environments using holland s theory to explore differences in how faculty structure undergraduate courses journal of college student development 482 183-195 peers interactions with peers have a higher influence than faculty contact on student retention pedagogical practices of high school teachers have a large impact on the future success of students in college personality is an important predictor of student major choice as students within majors tend to learn best in similar classroom environments academic environments created by faculty reflect their own institutional values which in turn reinforce patterns of student behavior high school personality topic finding for african american males fear of success and individual racial identity may take away from good study habits and the academic achievement of students students want to discuss their problems and have them addressed demonstrating the need for more communication to provide support to students and decrease disparities in the education of minority students application faculty must emphasize the importance of success for all students and create a classroom climate that welcomes the differences and experiences of individual students students should be encouraged to give feedback on instruction and feel that their input is valued all students should be encouraged to become involved on campus in areas both academic and nonacademic as their experiences will integrate them to the college and help to define who they are as an individual students should be treated equally within the classroom and should have multiple opportunities to contribute and be involved within the classroom references campbell d b fleming j 2000 september fear of success racial identity and academic achievement in black male college students community review 18 5-18 garcia m 2010 when hispanic students attempt to succeed in college but do not community college journal of research and practice 34 839-847 minority students institutional actions can either reinforce or hinder how male minority students experience college as those who become engaged on campus are more apt to report a higher satisfaction with college experience students of color may feel that they have to prove themselves and their worth to other individuals on campus thus leading to negative outcomes on student performance and satisfaction dancy ii t e 2010 african american males manhood and college life college students affairs journal 291 17-32 fries-britt s l younger t k hall w d 2010 lessons from high-achieving students of color in physics new directions for institutional research 148 75-83 jamie quinn adolescent english education class of 2014 student assistant for title iii and the center for excellence in teaching and learning

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through strategic interventions and academic supports for students january bridge program for retention mth 124 equivalent gateway mth 124 college algebra is a prerequisite for bio 109 and che 110 students in a number of science-based majors cannot progress to required science courses unless they pass or have the equivalency of mth 124 the problem at the end of the fall semester natural science majors who are doing poorly in mth 124 face the possibility of being a year behind in their sequential science curriculum the solution offer a january intersession intensive immersion math program at the end of which the students are able to master mth 124 content and start the science sequence in the spring semester preparation a pre-title iii pilot version of the program was offered in january 2011 assessment of the program and tracking of the student participants suggested revisions for the following year under title iii participants the program targeted freshmen natural science majors doing well in mth 097 or poorly in mth 124 in fall 2011 there was no cost to the students for the program five 5 students elected to participate logistics the program ran for 4-hours daily for 12 days the january session was taught by a part-time faculty member under the guidance professor intisar hibschweiler mathematics department two student mentors were secured for this program method and activities the use of self reflection problem solving and the use of on-line aleks software were used as basic learning tools individual meetings were arranged with both academic advisement and career services to expand students visions of short-term and long-term goals short-term student outcomes three of the five students earned grades of c or better on the challenge exam at the end of the session three 3 of the five are still at daemen and all three have changed their majors assessment of retention and progress of these students will continue.

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through strategic interventions and academic supports for students and through course redesign and instructional technology gateway redesign mth 97 and summer start nursing pilot gateway about 25 of incoming freshmen are placed into mth 97 a non-credit course the course is a prerequisite for any core course that meets the core quantitative literacy requirement the problem entering 1-2-1 nursing students program requires mth 104 in the first year nursing students need mth 97 skills prior to entering daemen college in order to stay on sequence to move to the nursing partner institution in their second year the solution offer mth 97 in the summer and use a new method of delivery to improve students skills that are needed to succeed in mth 104 statistics preparation the student success committee approved mr jeremy hall s proposal to redesign of mth 97 title iii provided mr hall with resources to redesign the course and to attend a conference the fourth annual conference on acceleration in developmental education he worked closely mike berta title iii instructional designer and the developers of on-line math software for education nroc the criteria for selecting students class schedule size of class and other logistics were established in a joint effort between the nursing faculty mathematics faculty and title iii staff implementation a volunteer group of 7 students entering the 1-2-1 nursing program in fall 2012 participated in the program which was offered at no cost to students all seven students were placed into mth 97 students met for 3 hours one day per week and worked on problems using nroc software between meetings for five weeks all of these students will take mth 104 in fall 2012 assessment students will be tracked for their first year the outcome of their coursework especially mth 104 will be important these students will be compared with other students who declined the invitation to attend benefit strengthening the math skills of the 1-2-1 nursing students to help them succeed in mth 104 improve retention of students and four to six year graduation rates.

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through high impact pedagogies and instructional technology breaking tradition teaching/learning che 111 on-line che 111 chemistry ii for summer session ii 2012 goal of work to provide a rigorous well-presented second semester general chemistry lecture course to students as had previously been done using a face-to-face format but now allow the instructor to remain off-campus most days note the laboratory portion of the course was conducted on-campus in the normal face-to-face format technology used · in-class exercise booklet developed by dr kathleen e murphy · lectures presented in an asynchronous format using learning modules on blackboardtm modules opened sequentially throughout the course utilizing the following format · assigned reading from text · lecture material presented as you-tubetm video videos prepared on-campus in conjunction with the experimental classroom using screencast-o-matic tm software and in collaboration with mr mike berta · ask dr smesko discussion board · daily on-line assessment 5-10 pts graded via blackboard · lab preview video used to link lecture with the upcoming lab experiment · additional resources ­ other videos on subject matter scanned copies of the lecture notes or typed text of actual lecture · announcements also posted on blackboard as required · office hours conducted three times daily using skypetm video-conferencing and instant messaging and email

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preliminary outcomes · most students 90 were open to the change in format at outset · at midterm 90 of class wanted to continue the course on-line · some student perceived their performance to be enhanced by · the ability to replay the videos as needed · the ability to stop the video and work through the problems · having to dedicate time every night to the course · testing similar to other summer session classes indicated a 3 to 5 point improvement in scores · median test score of 85 a a achieved on departmental final exam overall student performance aka the bottom line no decline in achievement noted possibly observed even a slight improvement student voices on learning that chem 111 would be hybrid/online for summer 2012 happy worried unhappy upon completing the course changed from nervous to enjoyed worried to better than expected nervous but comforted by the help available regarding student perception about being prepared with the content knowledge good with the professor s availability throughout the course good with the thoroughness of the written and video lectures use of readiness quizzes helped

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through academic support for students at-risk arthur o eve higher education opportunity program pre-freshman summer program 2012 the arthur o eve ­ higher education opportunity program heop was created in 1969 by the new york state legislature to assist in providing access for all new yorkers to the states private colleges and universities the program has been in continuous operation at daemen college since january 1970 as an eligible heop student at daemen college students will receive special academic and financial assistance to enable them to compete equally and earn an undergraduate degree sponsored jointly by the state education department and daemen college heop at daemen offers comprehensive academic support services and full need financial aid packaging all heop students participate in an intensive 4.5 week summer program which provides orientation to life at daemen testing and evaluation and a rigorous educational experience designed to promote sound study skills and reinforce basic skills an individualized education program will be prepared for them for the summer and throughout the year heop initiated summer programs immediately upon its inception to help students to overcome a history of a student s 12 years of poor education course descriptions pcw personal concepts in wellness this course is designed to provide an introduction to a variety of techniques useful for maintaining good health alertness for class participation and stress management cmp 92 english language skills 3 cr hr equiv cmp 92 is designed to provide students with the skills required for college-level writing proficiency the skills needed for success in the college s required composition course will be developed mth 96 skills in basic math 3 cr hr equiv mth 96 functions on a variety of levels preparing students for the college s courses in mathematics students existing math skills are identified and built upon in preparation for college algebra and other math courses cfe 101 career exploration and development 1 cr hr equiv 3 credits upon completion in fall 2012 cfe 101 will provide structure and guidance for each student s career exploration discussions assessments reading in-class exercises as well as work outside of class will provide the framework in aligning one s own interests academic major and career options eng 94 reading and study skill 2 cr hr equiv the program ran for 4-hours daily for 12 days the january session was taught by a part-time faculty member under the guidance professor intisar hibschweiler mathematics department two student mentors were secured for this program all classes begin at 8:50 am ­ 3:30 pm monday ­ friday reading circle and math lab are on saturday from 1:00 pm ­ 4:30 pm with an hour break faculty and staff seminars begin at 3:30 pm ­ 5:00 pm mondays and wednesdays off campus activities and workshops are held fridays ­ sundays

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