Title III Year Two
Staff and Committees
Mimi Harris Steadman Michael Berta Blake Thurman Karen Moronski-Chapman Kim Kerrigan Doris Murphy Danielle Woodman Kehoe Susan Marchione 839-8567 566-7870 839-8482 566-7879 566-7878 839-8227 480-5119 839-8447 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 Service Learning Coordinator and Title III Grant Support
Charge: To oversee all work related to Title III
Gary Olson Mimi Steadman (Chair) Paulette Anzelone Michael Brogan Patricia Brown Sabrina Fennel Michele Flint Chris Malik Richanne Mankey Maureen Millane Karen Moronski-Chapman Doris Murphy Shirley Peterson Ronald Schenk Kevin Telford Blake Thurman Beverly Weeks Frank Williams
Instruction & Student Success Committee
Charge: To review and approve project funding
Ronald Schenk (Co-Chair) Shirley Peterson (Co-Chair) Mark Brown Sabrina Fennell Michele Flint Gregory Ford Kristin Fries Erica Frisicaro-Pawlowski Intisar Hibschweiler Robert Morace Cheryl Nosek Mimi Steadman Kevin Telford Blake Thurman Adriane Williams
Data and Information Committee
Charge: Strengthen student information systems and data access
Mimi Steadman (Chair) Paulette Anzelone Patricia Beaman Kathleen Boone Jillian Covert Kelly Duran Theresa Joyce Kelly Monkelbaan Karen Moronski-Chapman William Morris Rimma Nisnevich Blake Thurman Brian Wilkins Danielle Woodman Kehoe Elizabeth Wright Catherine Zawodzinski John Zaepfel
... through Fiscal Stability
In Years One and Two
was added to the Daemen College Endowment Fund through grant funds!
Title III Institutional Objectives
The Title III grant period runs from October 1, 2011 to September 30, 2016
Six-year graduation rates will increase to a minimum of 54%
Retention to the second year will be at least 78%.
Six-year graduation rates for Daemen underrepresented minority students will meet or be within 5% of the six-year benchmark rate of Carnegie peer institutions.
Deficiencies and withdrawals (C-, D, F, and W grades) in math & science gateways will decline.
Percentage of students with C or above
A minimum of 35% of freshmen who complete CMP 101 will score at a level 2 or higher on the AAC&U VALUE Rubric for Written Communication.
85% of full time faculty in gateway courses will have participated in faculty development activities to improve instruction and 66% will have adopted new instructional techniques/ technologies.
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.
85% of full time faculty will have knowledge of intrusive advising techniques/advising best practices.
Increased retention will add $1.3 million in revenue.
$300,000 in Title III grant funds will be added to the endowment.
Title III Retention Intervention:
SMART Summer Bridge Program
About 60% of entering students at Daemen have declared a science-based major. A portion of these students are underprepared for a number of reasons, and are more likely to leave the college. Daemen built a program that focused on three areas of development: academic skills, leadership potential, and connectedness to campus.
By the end of the program participants will … Know helpful faculty and staff Be able to access a wide array of services Have a peer/friendship support group Know how to meet academic expectations Be comfortable on campus Have a plan for academic success Develop leadership skills
Target Population: Regularly admitted students with science based majors, particularly underrepresented minority students (URM) and first generation college students, who were not strong in reading and writing skills. Recruitment: Admissions used applicant data to create an invitation list. Invitees were sent brochures and e-mails which emphasized that spaces were limited and registration was “first come, first served,” and at “no cost to the student.” Participants: self-selected; 16 student participants resided in Canavan Hall for 2 weeks. • 6 Underrepresented Minority (+ 2 other minorities) • First-Generation: 4 (both parents/no college), 3 (1 or both parents/some college, no degree) • From: Illinois, Ohio, Washington D.C., NY (New York City, Syracuse, Rochester, WNY) Daemen faculty/staff participation: • 24+ Daemen presenters from all five divisions + Service Learning experience (St. Vincent de Paul Soup Kitchen), CPR certification, tour of Roswell Park Cancer Institute, group project presentation. • 2 student assistants Duration: 2 weeks (July 19-August 2, 2013), including 30 contact hours in “Writing Science and Technology” with Professor Bono (Most of the students will be in an LC CMP 101 with Prof. Bono in the fall.) Cost: No cost to students. $20,000 (approx.) from Title III supplemented by Daemen College institutional funds for student food and housing. Activities: Scheduled for the group, daily, from 8:00 a.m. until 9:00 p.m.
SMART SUMMER 2013 SCHEDULE
FRI: 7/19 8:00 AM STUDENTS CAN SLEEP IN UNTIL 9:00 AM BREAKFAST (From Hallmark) (RIC 120) WARM-UP to WAKE-UP w/Justin & Hayley Computer Skills w/ D. Moore (RIC 120) Blackboard Session w/ M. Berta (RIC 120) LUNCH (from Hallmark) (RIC 120) SAT: 7/20 SUN: 7/21 BREAKFAST (From Hallmark) (RIC 120) WARM-UP to WAKE-UP w/ K.Kerrigan Communication Skills w/ S. Marchione (RIC 101) Learning Strategies Workshop w/ C. Kashino (10am - 2: 30pm) (RIC 120) LUNCH (from Hallmark) (RIC 120) Learning Strategies Workshop continued (10am - 2: 30pm) (RIC 120) FREE TIME 3:00 PM 3:30 PM 4:00 PM 4:30 PM 5:00 PM 5:30 PM WELCOME PICNIC (Courtyard or AL) START WITH SMART (Orientation) (AL) CHECK-IN DINNER Taco Bar (from Hallmark) (AL) DC GAMES (Campuswide) Exercise/ Nutrition w/ M. Kearns (RIC 101) Library Skills w/B. Bley (RIC 120) DINNER OFF CAMPUS @ Denny's Restaurant READING, WRITING & STUDY TIME (AL) OFF CAMPUS FIELD TRIP: Bisons ' Baseball Game 7:05 pm MON: 7/22 BREAKFAST (CARD) (CC) WARM-UP to WAKE-UP w/ Scott C. TUES: 7/23 BREAKFAST (CARD) (CC) WARM-UP to WAKE-UP w/ Scott C. WED: 7/24 BREAKFAST (CARD) (CC) WARM-UP to WAKE-UP w/Justin & Hayley THURS: 7/25 BREAKFAST (CARD) (CC) WARM-UP to WAKE-UP w/Justin & Hayley FRI: 7/26 BREAKFAST (CARD) (CC) WARM-UP to WAKE-UP w/ K. Kerrigan 8:30 AM Sat: 7/27 BREAKFAST (from Hallmark) (RIC 120) WARM-UP to WAKE-UP w/Justin & Hayley Sun:7/28 BREAKFAST (From Hallmark) (RIC 120) WARM-UP to WAKE-UP w/Justin & Hayley Mon: 7/29 BREAKFAST (CARD) (CC) WARM-UP to WAKE-UP w/ Scott C. Tues. 7/30 BREAKFAST (CARD) (CC) WARM-UP to WAKE-UP w/Justin & Hayley [KEY: AL = Alumni Lounge, RIC = Research & Information Center (Library), CC = Cyber Cafe, CY = Outside Courtyard] Wed. 7/31 BREAKFAST (CARD) (CC) WARM-UP to WAKE-UP w/ K. Kerrigan Thurs. 8/1 BREAKFAST (CARD) (CC) WARM-UP to WAKE-UP w/ K.Kerrigan Fri: 8/2 BREAKFAST (CARD) (CC) WARM-UP to WAKE-UP w/Justin & Hayley
9:00 AM 9:30 AM
10:00 AM 10:30 AM 11:00 AM 11:30 AM 12:00 PM 12:30 PM 1:00 PM
Writing Science and Technology w/Jamie Bono (9:00 am Noon) RIC 120
OFF CAMPUS FIELD TRIP: Climbing Wall @ Niagara Climbing Center
LUNCH (12:00 - 1:00) in Cafeteria READING, WRITING & STUDY TIME (RIC 101) Entrepreneurship #1 C. Curtiss (RIC 120) FREE TIME READING, WRITING & STUDY TIME (RIC 101) Entrepreneurship # 2 C. Curtiss (RIC 120) OFF CAMPUS FIELD TRIP: Roswell Park Cancer Institute w/ Dr. Adam Kisailus (2:30-5 pm) Work on Final Project Development & Plans LUNCH OFF CAMPUS @ Old Country Bu et
OFF CAMPUS FIELD TRIP: Service Learning Project: Soup Kitchen w/ Susan Marchione (9-12:30 pm)
Writing Science and Technology w/Jamie Bono (9:00 am Noon) RIC 120
LUNCH (12:00 - 1:00) in Cafeteria
1:30 PM 2:00 PM 2:30 PM
Tour of Eco Trail w/ B. Young
Reading Skills Workshop (L. Pellow) (RIC 120) CPR Training w/ J Sage (RIC 101)
READING, WRITING & STUDY TIME (RIC 101) Excellence w/ M. Ward (RIC 120) Work on Final Project Your 4 Year Plan w/ S. Fennell (RIC 101)
LUNCH OFF CAMPUS @ New Fuji Restrauant
Science Dept. Tour w/ K. Fries (DS 201) Career Session w/ M. Millane (1 - 4 pm) (RIC 120) Leadership Activity w/Sara A. (RIC 120)
Work on Final Project
READING, WRITING & STUDY TIME (RIC 101)
"True Colors" w/ K. Pagano (RIC 101)
FINAL LUNCHEON (AL)
Work on Project for the nal show
Surviving Freshman Year w/ S. Fennell (RIC 101)
Volleyball (CY) (If rain: inside board games RIC) FREE TIME FREE TIME
"Coaches" w/ C. McPhillips (RIC 101) DINNER (5-6 PM) in Cafeteria
The Great "Pizza" Cook-o DINNER (Social Room)
Work on Project for the nal show
Work on Project for the nal show and nish up any assignments
Prep for nal Presentation
STUDENT PRESENTATION (Parents Welcome)
DINNER (5:00 - 6:00 pm) in Cafeteria Breakfast for Dinner (from Hallmark) & Movie (AL) Leadership Activity w/ K. Kerrigan (AL) READING, WRITING & STUDY TIME (AL) OFF CAMPUS FIELD TRIP: Bowling @ Transit Lanes w/ DINNER
DINNER (5-6 PM) in Cafeteria Reinforce/ Relearn Time (6-7 pm) (RIC 101 & 120)
DINNER (5-6 PM) in Cafeteria Assessment w/B. Thurman (AL) Clean Rooms & Pack
CHECK-OUT & Keys turned in
6:00 PM 6:30 PM 7:00 PM 7:30 PM
Leadership Activity w/B. Slick (AL)
Reinforce/Relearn (work in pairs or groups) (6-7 pm) (AL) Leadership Activity w/B. Thurman (AL) READING, WRITING & STUDY TIME (AL) Leadership Activity w/M. Berta (AL) READING, WRITING & STUDY TIME (AL)
Reinforce/Relearn Time (work in pairs or groups) (6-7 pm) (AL) Leadership Activity w/ Justin & Hayley (AL) READING, WRITING & STUDY TIME (AL) Leadership Activity w/K. Moronski Chapman (AL) READING, WRITING & STUDY TIME (AL)
8:00 PM 8:30 PM
Ice Cream Social (AL)
Assessment w/ B. Thurman (AL)
Leadership Activity w/C. Malik (AL)
"Talk Out" w/N. Gazzoli (AL)
"Talk Out" w/N. Gazzoli RIC 101/120
9:00 PM 9:30 PM 10:00 PM FREE TIME
Dorm Room Tips w/Justin & Hayley
Camp re w/ C. Malik (In case of rain: AL)
Reinforce & Relearn Prepare for Monday (AL)
BED CHECK AT 10:00 SHARP
SLEEP 10:00 pm - 7:00 am
Outcome: Workshops Delivered:
Computer Skills Blackboard Eco Trail Tour Communication Learning Strategies Exercise & Nutrition Library Skills Reading Skills CPR Excellence Your 4-year Plan Entrepreneurship Surviving Freshman Year Career Exploration Coaches Science Department Talk Out
Overall Student Feedback on 16 Workshop Sessions
Will this workshop contribute to your academic success Will this workshop make getting used to college easier Will this workshop make you feel more confident about meeting the challenges of college? Was the presenter effective in getting across useful ideas and information? Do you feel you would go to the presenter during the semester to talk about your questions and concerns?
Rating Range 5 (high)/1 (low) 5.00-4.13 5.00-3.44 5.00-3.60 5.00-3.70 5.00-3.38
Writing Science and Technology (30 contact hours)
Professor Bono assessed each of the students using the same criteria we use to assess the effectiveness of writing and reading across the curriculum, the AAC&U VALUE rubrics for Written Communication and Reading. Using the VALUE rubrics: Average Score Written 1 1.219 Written 2 1.563 Reading 1 1.500 Reading 2 1.750
During the two weeks, 8 of the 16 improved their written communication from assignment 1 to assignment 2, and 4 students improved from the first to the second reading assignment. In addition, all students received extensive qualitative feedback from the instructor, designed to foster better writing processes, better scholarly practices, and skills like “clarity” and “concision.” Two students were moved from CMP 97 to CMP 101 and two students who initially felt they were prepared to “place out” of CMP 101 found that they needed additional writing preparation that this course “made visible.”
Student Feedback on “Writing in Science & Technology Course” (response rate: 15/16)
• 100% agreed or strongly agreed that “Professor Bono was effective in encouraging me to learn how to improve my English.” • 100% agreed or strongly agreed that “I feel better prepared for CMP in the fall.” • 100% agreed or strongly agreed “I understand how I can improve my writing.”
Student Feedback on Changes in Perceptions Before and After SMART Summer Experience
I used to think...
Professors didn’t care about you I wouldn’t survive in college It would be hard to adjust to the school not knowing anyone I will be lost and fail I didn’t know a lot I would not make it because of my confidence level
Now I know...
They do If I manage my time wisely I can do it There are many people I can go to for help I will pass, I am comfortable and can help others around Where stuff is and feel more prepared for class and people I will be more than ready
Assessment of Student Learning and Persistence:
The ETS Success Navigator instrument was used to assess attrition risk factors. “Stress management” and/or “test anxiety” emerged as risk factors for 9/16 students. Student midterm and end-of-semester grades will be tracked. In addition to the pre-post writing skills evaluation during the summer, Prof. Bono will do follow up evaluation of student writing skills during the fall 2013 semester. A more comprehensive study is planned that will match the demographic and academic characteristics of the participants and compare outcomes with another group of students who were invited to participate in the program but who did not.
For additional information, please contact:
Dr. Blake Thurman Executive Director, Retention Activities RIC 314 email@example.com 839-8482
Title III Instructional Technology Initiative:
Daemen TEC Lab
Technology Enhanced Collaboration (TEC) Lab Duns Scotus 135
• • • • • • • • • • 30 Student Laptops 1 Instructor Laptop 5 On-table 42” Monitors 1 Large 80” Monitor In-Room Network Printing Room-wide and Local Station Audio capabilities Mobile and Stationary Whiteboards Five 6-person Stations Multiple Lines of Sight Wired and Wireless Internet
Daemen Faculty and Student Approved
The TEC Lab working group considered several classroom designs, components, and color schemes. In soliciting faculty and students, a collaborative star formation was selected because of the collaborative nature of the layout, the multiple lines of sight, and ease of discussion. Equipment was selected to fulfill empirically based pedagogy techniques in such room designs. Finally, the color schemes were also researched with Daemen College faculty and students. Overwhelming support for a brighter colorful scheme with traditional wood-grains offered a comfortable but inspiring environment for student learning.
Simplicity in Technology
The Daemen College TEC Lab provides a powerful collaborative learning experience through simple interfaces and designs. Faculty members will be able to easily switch between the instructor station and those of individual students for full class presentation in only two button pushes. When students are working at their stations, the use of a single button will display an individual student’s work to the station’s table for collaboration. Behind the simplicity is a powerful infrastructure of network equipment. The room’s full function is literally only a few button pushes away.
The TEC Lab would not have been possible without our partners... • U.S. Department of Education Strengthening Institutions Program • Office of the President • Office of Academic Affairs • Office of Business Affairs • Academic Computing Services • Maintenance Department • Purchasing Department • Center for Excellence in Teaching and Learning • Experimental Classroom • Millington Lockwood • AV Solutions
Title III URM Retention Intervention:
Daemen College Men’s Leadership Academy (DCMLA)
According to a study on black male college graduation rates in The Urgency of Now, in 2009-10 the national graduation rate for black males was 52%, and 37% for black males in New York State. Research and programs that inspired the Academy: • The Call Me Mister Program • The Posse Foundation • The Pact
The DCMLA is designed to help groom and develop students’ emerging leadership qualities while helping to keep them focused on success in their studies. As members of this select group of young men, they will be exposed to professionals from Daemen College and the Buffalo community. The DCMLA committee is looking for young men who are serious about becoming all they can be and leaving a lasting impression with their peers, professors, and the Daemen College community at large. Members receive personalized DCMLA business cards and a DCMLA polo shirt.
• • • • • • • Aid in the transition from high school to college, with the ultimate goal of persistence to graduation. Increase students’ academic performance Create a cohort of colleagues striving for excellence Build members’ relationships with peers, college personnel and, community leaders Develop and hone leadership skills and take advantage of leadership opportunities Build professional and mature communication skills Sharpen social media etiquette skills
Target Population: Underrepresented male students
Participants: 10 DCMLA members in Spring 2013; 15 other students participated in DCMLA events Activities: • DCMLA Event: Finding Your Way - Patrick Jackson • Initial DCMLA Meeting - Group Discussion • LEADS: WNY Student Leadership Conference • LEADS: #Socialmedia to Get Your Dream Job • DCMLA Meeting - Group Discussion w/ Malcolm filling in for Frank Williams • DCMLA Meeting: Lamark Shaw from Career Service • Group Community Service Project
• • • • • • Students improve academic performance Students will build a cohort of friends and colleagues that will support each other in realizing their goals Students will become more polished and comfortable in professional settings Students will take more seriously the consequences of their decisions Students will feel a sense of belonging, institutional fit Improve the rate of retention and persistence to graduation
Here’s what members of the Academy have to say: “It far surpassed my expectation because this is something that can be looked at and taken seriously.” “It was great because I used some ideas and applied them in my school and life.” “From the meeting, to the business cards, I am proud to say I am a part of this Academy.” “I would like to make this a strong established program on campus.” “The Academy met my expectation because it taught me great leadership qualities and helps my career in the future.” “The community service was also of great assistance. It's always good to give back and help out.”
Next Steps: The Academy will continue in 2013-14.
For additional information, please contact: Malcolm Hicks firstname.lastname@example.org 839-8249 Adriane Williams email@example.com 839-8228 Karen Moronski-Chapman firstname.lastname@example.org 566-7879
Title III Retention Intervention:
The Interdisciplinary Minor in Entrepreneurship
Developing an entrepreneurial mindset helps students prepare for a successful future in a competitive marketplace. Entrepreneurship studies help students to envision and take advantage of opportunities beyond graduation that are provided by a Daemen education, regardless of major. Retention and graduation rates are dependent upon students visualizing a bright future that is a successful return on their investment in education. Entrepreneurship is a “life-skill” that does not end once an individual opens a business, starts a not-for-profit, or joins an existing organization. These "life skills" aligned with the mission of Daemen College to “prepare students for life and leadership in an increasingly complex world.” The Minor in Entrepreneurship introduces students to the skills needed to effectively and creatively implement successful initiatives that will shape their community, lead to great personal satisfaction, and be a key economic driver. A liberal arts education provides the necessary lens to view the entrepreneurial mindset and encourages students to find creative and innovative ways to apply their knowledge. The ability to think creatively, examine challenges, and identify opportunities are important for lifelong success in all career paths.
Daemen College Entrepreneurship by the numbers 2012-2013
• • • • • • • • • • 122 students in entrepreneur courses (2012-13) 48 declared Entrepreneur minors (2012-13) 20 minors from the liberal arts and sciences 12 students presented business plans at the Academic Festival 2013 3 students have started sustainable businesses post graduation 7 students graduated in 2013 with the minor completed 6 experts participated in The Nancy Gacioch Entrepreneur Lecture Series 4 classes of ENTRE 201 (2013-14) 2 classes of ENTRE 301 (2013-14) 2 classes of ENTRE 401 (2013-14)
Entrepreneur 401 students present at the 2013 Academic Festival to a panel of area entrepreneur experts
Michelle Stevens of Buffalo Cheese Traders and Ethan Cox of Community Beer Works present to full house.
RETENTION: Increase retention rates (first year to second year) by creating a learning community in ENTRE 201 with IND 101, enabling freshmen students from different majors to interact through the perspective of different disciplines and diverse fields of study. Encouraging personal growth while pursuing innovation and creative problem solving. INNOVATION: The Entrepreneur program worked closely with the WNY consortium to create the first Regional competition for The NYS Student 2 Business Challenge. We had one team selected to compete regionally, The Daemen College Accounting Lab. The team placed second in the social entrepreneurship/nonprofit category and presented at the state competition in Albany.
The Daemen College Accounting Lab Team
PERSISTENCE: Ongoing support for our Entrepreneur students to create sustainable business models and best practices within their field of study beyond graduation. We collaborated with local entrepreneurs, incubators and business leaders to create shadowing, mentoring and internship opportunities. Five entrepreneur students participated in the Buffalo Franchise Expo. Ten entrepreneur students competed in StartUp Buffalo weekend. EXPERIENCE: The Nancy Gacioch Entrepreneur Lecture Series, presented six local and national entrepreneurs this year. Each speaker highlighted specific entrepreneur topics, follow your passion, think creatively to solve a challenge, market research, risk assessment, focus locally - act globally, and sustainability. For additional information, please see: Cathaleen Curtiss Entrepreneurship Program Coordinator Wick Patio Office #207 email@example.com 566-7877
Students, Staff and the community enjoy The Nancy Gacioch Entrepreneur Lecture Series
... 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
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: CMP 97 course redesign to improve pedagogy and align better with CMP 101 BIO 109 & BIO 110 Labs redesigned to be inquiry-based CHE 110 revised to include blended learning pedagogies
Funding to bring in guest speakers for workshops or professional development consultants
Example: Aligned with the goal of improving outcomes for underrepresented students, guest speakers from the University of Akron presented on building cultural competencies
Instructional supplies - Technology (e.g., clickers), software, books, equipment, etc.
Examples: NROC Membership to have access to supplemental course content; VARK Learning Styles Survey; computer and accessories to create Natural Sciences videos
Travel to conferences focused on high impact pedagogies, student success, etc.
Examples: Three faculty attended the First Year Experience Conference; several attended the UAC advising conference; one faculty member attended Joint Mathematics Conference
To apply for funds, visit the Daemen Title III Google Site:
Title III Instruction & Student Success Committee Funding
The following faculty and staff were awarded Title III Instruction and Student Success Committee funds for course redesign, guest speakers, instructional supplies, and/or to attend professional development:
Kathy Boone Joan Bradley Simona Carrubba Michele Flint Kristin Fries Erica Frisicaro-Pawlowski Jon Good Jessica Gorski Jeremy Hall Intisar Hibschweiler Matt Kearns Cathy Mann Susan Marchione Claudiu Mihai Robert Morace Cheryl Nosek Luiz Pereira Diane Ramos Joseph Sankoh Stephanie Scharmach Ron Schenk Bruce Shields Sally Smesko Laura Sommer Mimi Steadman Gary Styn Derrick Swartz Kevin Telford Blake Thurman Adriane Williams
Academic Affairs Education Natural Sciences (Physics) Accounting/Information Systems Natural Sciences (Chemistry) English Natural Sciences (Biology) Athletics Mathematics Mathematics Physician Assistant Nursing Service Learning Mathematics English Nursing Business Administration Natural Sciences (Biology) History and Government Natural Sciences HH&S Division/Physical Therapy Education Natural Sciences (Chemistry) Art Title III Physician Assistant Natural Sciences (Chemistry) A&S Division/Modern Languages Title III Academic Support Services
Title III Retention Intervention:
Course Design for BA 147
The Student-Athlete First Year College Experience
Through the implementation of BA 147, the Department of Athletics is hoping to minimize the number of academically at-risk students identified at midterm and the close of each semester by providing for First Year Student-Athletes the support they need academically to be successful in the classroom.
This seminar style course offered to first year student-athletes will aid with the adjustment and transition to the college while helping these student-athletes develop a better understanding of themselves, their dual role as student and athlete, Daemen College, and each other. This course will focus on a variety of topics that will impact the student-athlete during their first year at Daemen College including scheduling, travel and representing the College on campus and in the Western New York community.
The goal in the creation and implementation of this course is to instill a skill set in enrolled student-athletes that will help lay a foundation for future academic success through retention and graduation. One of the learning objectives is for student-athletes to develop learning tools that help them stay motivated, independent learners who understand their role in the campus community of peer learners.
Target Population: First Year Freshman and Transfer Student-Athletes
Participants: (students, faculty, other): First Year Freshman and Transfer Student-Athletes
Contact Hours: Fall 2013 BA 147 Section 01 Meets on Wednesday mornings from 8:00-8:55am and BA 147; Section 02 Meets on Thursday afternoons from 4:00-4:55pm. Activities: This course will be developed into weekly learning topics/modules and will include a blend of lecture, group discussion, guest speaker presentations (Career Services, Academic Advisement, Established Student-Athletes, Learning Center, Counseling Services), round table presentations, reading of the course text, as well as set assignments to be used to assess the student-athlete’s working knowledge of key concepts.
Short Term Impact: To provide first year student-athletes with the support they need to become successful in their dual role as student and athlete. Long Term Impact: Fewer academically at-risk student-athletes identified at midterms and the close of each semester.
To assess the effectiveness of this course and the impact it has on the student-athletes enrolled, we will track and compare students within this class and students who are not enrolled (i.e., students enrolled in BA 101). Additionally, we will monitor student-athletes for the duration of their academic career here at Daemen College, tracking graduation, retention and persistence rates. We will use a self-study instrument that the Department of Athletics uses as part of its transition to NCAA DII to analyze and report our findings.
For additional information, please contact:
Jessica M. Gorski Assistant Athletic Director for Sport Administration Senior Woman Administrator firstname.lastname@example.org 566-7860
Title III Instructional Supplies Award:
Q-Methodology Software for Research Study on First Year Student Fears Related to Entering College
Several studies have been dedicated finding out why freshmen withdraw from college and what makes them continue on with their studies (viz., Cabrera et al. 2006; Terenzini et al. 1994; Webster & Yang, 2012). However, no study has addressed this concern before these students enter their freshmen year. Transitioning from high school, and in some cases, leaving home for the first time, can be an overwhelming and daunting experience. Identifying issues about freshmen fears may assist colleges and universities in preparing for this transition and successfully supporting students in this life changing experience.
The purpose of this research is to explore concerns of incoming freshmen into a four-year postsecondary institution. Based on the results, Daemen College can more readily anticipate, address and solve these issues through new student orientation sessions and working with student life to increase retention and persistence rates. The PCQ software purchased through Title III Instructional Supplies funds will indicate what opinions the students note that have statistical significance. This study will study incoming first year students for three to five years. Data gathered from 208 incoming first-year students in 2013 will be analyzed using the Q-Method Sort Technique according to varying demographic information collected from respondents (age, gender, ethnicity, and first generation college student). The Q-Method of analysis is used in social science and other fields to detect and study opinions from individuals who combine a person’s own opinions (qualitative) about a particular topic with a statistical analysis (quantitative) to discover if the separate opinions are statistically significant. Through TIII Instruction Supplies funding, PCQ for Windows Standard Edition was purchased to better facilitate the Q Method sorting.
This research will provide information for intervention programs at Daemen College designed to address student anxieties leading to increased retention and persistence rates amongst all student populations including those in underrepresented groups and first generation college students. Results of the study will be used to inform such intervention programs like academic orientation, extended orientations, Summer bridge programs, and future initiatives aimed at increasing the retention and persistence rates of Daemen College students.
• Complete the q-method analysis for 2013 incoming first year students. • Prepare research report for Daemen College offices and initiatives • Present research in appropriate journals about student life, q-methodology, and academic interventions
For additional information, please contact: Bruce A. Shields, Ph.D. Principle Investigator Associate Professor email@example.com Michael R. Berta, Ed.D. Director of Experimental Classroom Taylor C. Miller Daemen Education Student
Title III Gateway Intervention:
Math 124 Intersession Challenge
Math 124 is the gateway to the sciences for students majoring in science-oriented majors. In 2009 only 49% of students earned a C or better in the course. Not receiving a C or better prevents many students from making progress in their major and extends their time at Daemen, if they are retained. A program was developed to prepare students to successfully complete the requirements for MTH 124 during the January intersession so that they could progress into the science courses required for their majors.
The program meets daily during the intersession for 13 meetings. Instruction involves both lecture and exercises using ALEKS software. Homework problems are also assigned. The small class size and two student assistants allow for more individual attention to building specific strengths. At the end of the program, a departmental challenge examination is given. Students who do well on the exam are able to change their registration to include sciences as needed.
The goal is to help students build sufficient knowledge and skills so they can demonstrate, on the challenge exam, that they have the prerequisite mathematics background to begin the science course sequence. The intersession program thus contributes to the Title III goals of both retention and persistence.
Target Population: Students having a science-based major and having done very well in MTH 97 or poorly in MTH 124 because of the probability that they were the best prepared to benefit most during a short, intensive program. Recruitment: Students were recruited based on having a science-based major and having done very well in MTH 97 or poorly in MTH 124. Recruiting was done through the Math Department.
Participants: 2011 (Daemen-funded, prior to Title III) Instructor: Ms. Leya Parks (adjunct), 8 students 2012 Instructor: Prof. Claudiu Mihai, 5 students 2013 Instructor: Mr. Jeremy Hall, 2 student assistants, 11 students
Contact Hours: Prof. Claudiu Mihai (2012) – 52 hours (4 hrs/ day throughout the intersession) Mr. Jeremy Hall (2013) – 52 hours (4 hrs/ day throughout the intersession) Activities: MTH 124 aligned worksheets used to reinforce learning. Learning Objectives: Strengthen understanding and application of general college algebra.
2013: 4 of 11 earned credit for MTH 124 • 8 of 11 are registered for fall 2013 • 4 of those who did not received credit for MTH 124 took it again in the spring • 1 passed, 1 failed, 2 withdrew • “If you’re not ready to work and dedicate at least 6 hours a day on math after class then just stay home. This program is a challenge but the possible chance to pass 124 is worth it.”-Student in 2013 program 2012: 3 of 5 are registered for fall, 2013 • 1 of 5 was suspended and 1 left after spring 2012 (both had c.gpa’s of below 2.00) • The 3 who are continuing have changed their majors and have c.gpa’s above 2.0 • “The class is difﬁcult but as long as [you] come and are prepared to learn you will do just ﬁne. The hours in the beginning might look scary but after the ﬁrst 2 days you do not even realize that you are in class and you actually are disappointed when the time is up because you want to learn and master the material.” - Student in 2012 Program
Next Steps: Continue the program.
For additional information, please contact: Mr. Jeremy Hall Math Coordinator DS 255 firstname.lastname@example.org 839-8318 Dr. Intisar Hibschweiler Chair, Department of Mathematics DS 339 email@example.com 839-8322