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May 08, 2009, at 06:08 PM CST by 24.155.218.59 -
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http://www.sc.edu/fye/resources/fyr/index.html
National Resource Center
National Resource Center for the First Year Experience and Students in Transition

Bassham, G., et al. (2005). Critical Thinking: A Student's Introduction. Burr Ridge, IL: McGraw-Hill.

Bucher, R. (2004). Diversity Consciousness: Opening Our Minds to Peoples, Cultures, and Opportunities (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.

First Year Programs in Texas
Abilene Christian University (www.acu.edu/academics/fyp/index.html)

Stephen F. Austin State University, TX (www.sfasu.edu/sfa101/)

University of Texas, Austin (www.utexas.edu/student/vpsa/fig/)


http://www.ed.gov/programs/idueshsi/hsi-abstracts2008.doc
TEXAS

'''Palo Alto College -'''
Activity Description:
PROJECT (Connection)
San Antonio, Texas, emerged after the 2000 Census as one of the largest, fastest growing and most Hispanic cities in the nation. San Antonio is now the seventh largest city in the United States (population of 1,144,646).

'''Palo Alto College''' has three activities:
I. Developing Faculty through Evidence and Innovation & Alignment of High School/College Curriculum through in the Creation of the Center for Teaching & Learning;
II. Improving Low Graduation, Job Placement, and Transfer Rates through Creation of the Center for Academic Transitions; and
III. Increasing External Gifts and Monies through Establishment of the Alumni/Advancement Initiative.


'''Southwest Texas Junior College''' -
Activity Description:
Do you have a title for this one? Keep format consistent.
Activity 1 - Improving Student Success
Southwest Texas Junior College (STJC) proposes to develop programs and services that are specifically designed to assist students in timely and successful completion of developmental education courses and in identified courses. This activity is divided into two components: (1) Implementation of a Student Engagement Program (SEP), which incorporates an intrusive student advisement system for early intervention for at-risk students. The SEP will provide students with a variety of services and tools designed to improve their engagement and ultimate success in developmental education and gatekeeper courses; and (2) Establish a college-level English as a Second Language (ESL) program that promotes the retention and success of non-native speakers of English who have come to STJC seeking a college education.

Activity 2 - Creating a Learning-Centered Organization
This activity also includes two components: (1) improving the communication infrastructure and its capacity to collect and analyze data in a timely and accurate manner for the development of a of evidence. This component is important in our desire to encourage and advance data driven decision making especially as it relates to the assessment of student learning; and (2) Provide professional development opportunities that assist faculty and staff in creating and implementing programs and services that are designed to embrace the philosophy, development and ultimate adoption of the principles associated with a centered organization. The focus of this activity is to further develop and enhance the college database systems for administration and faculty for a more coordinated, streamlined, and focused response to Students Success issues, allow for more flexible and expedient response to current and emerging issues, and enhancing data recovery and reporting.

'''Sul Ross State University''' -
Activity Description:
High Impact Practices to Improve Student Success
A public, liberal admissions four-year postsecondary institution located in Alpine, Texas, Sul Ross State University is a historically Hispanic-Serving Institution (HSI) serving slightly more Hispanic (48 percent) than White, Non-Hispanic (42 percent) students.
PROJECT ACTIVITY: High Impact Practices to Improve Student Success. We will address low academic success and low persistence among first-year and second-year students through high impact practices to better engage and support students, particularly at-risk, low-income and Hispanic students.

First-Year and Second-Year Experience (FYSYE) Learning Communities (LCs). We will develop and pilot First-Year Experience and Second-Year Experience Learning Communities. The FYSYE Learning Community activity centers on designing, developing and piloting discipline-focused and course-linked Learning Communities (math/science focus Y1-2; writing/literature focus Y3; social science/humanities focus Y4; and communications/fine arts focus Y5) to promote greater student engagement to increase success and persistence rates. We will support the FYSYE Learning Community activity with an improved, proactive advising system which includes: (1) an FYSYE-focused advising center with resources; (2) peer mentoring and use of graduate assistants as to conduct weekly sessions to reinforce study skills and social integration as part of the LC; (3) student e-portfolios and tracking technology so students can chart their progress; and (4) a summer intensive orientation for the FYSYE students who will be enrolled in pilots of FYSYE LCs. Support for faculty professional development in best practices for designing and teaching Learning Communities, including use of Computer-Based Learning in the LC courses, will be provided. Advising staff and first-year and second-year faculty advisers will be trained in best practices in proactive advising.

'''University of Texas, Brownsville''' -
Activity Description:
The University of Texas at Brownville (UTB) is located in Brownsville, Texas, and serves a student population of over 15,000, of which 93 percent are Hispanic. service area is among one of the poorest in the nation and pervasive to it are language and economic barriers that impede formation of a solid foundation in reading and communication. UTB has identified the need to expand communication and information literacy skills, to integrate the use of technology, and to strengthen faculty development in order to improve the learning outcomes of eligible students receiving the Academic Competitiveness Grant (ACG).
Analysis of persistence trends among entering freshman revealed that a high number of these students are failing or dropping out by the end of their freshmen year (40 percent attrition), with others demonstrating deficiencies in communication and/or literacy skills. UTB will pilot integrated learning communities that link English and Speech courses with Biology or Chemistry courses and reform curriculum delivery to impact literacy, critical and abstract thinking, and problem solving skills. Cross-disciplinary faculty teams will establish common themes and learning outcomes in each course, and design activities intended to improve student reading, writing, rhetoric and information literacy skills and increase student success in SMART related programs and courses. Learning communities will be structured in block schedules that include co curricular activities and student support services, including peer mentoring, supplemental instruction, and teaching assistants in targeted courses.

Faculty will participate in professional development workshops to learn to adequately assess and analyze student learning, integrate technology into their courses, and re-evaluate instructional delivery methods. A Learning Innovations Scholarly Technology Advancement laboratory will be created to provide faculty with a physical location to access resources, technical support, and encourage interactive opportunities for sharing pedagogical methods and working in groups. An instructional designer will provide technical assistance in redesigning courses and aligning learning objectives with program and course expectations. Learning community experts, learning outcomes assessment authorities, technology consultants, and student support service scholars will provide workshops to train faculty and staff and guide curricular reform efforts.
Critical to the success of this project is the assessment of student learning outcomes to determine the impact of curricular reform. UTB will use the Blackboard Management System Outcomes platform to synthesize academic data, utilize e-Portfolios, and catalog student artifacts to be assessed against expected outcomes. Technology consultation is essential to effective implementation and use of outcomes and its assessment tools.

'''University of Houston, Downtown''' -
Activity Description:
The University of Houston-Downtown is a four-year, urban university with a multicultural enrollment of approximately 11,500 students.
ACTIVITY ONE: University of Houston, Downtown (UHD) Interdisciplinary Community (ILC) through Problem-Based Learning. The ILC is a single activity designed to foster active learning among first-time-in-college students to increase their success in graduating from UHD and joining the knowledge-based workforce of Houston, a diverse, international city. The ILC students will be capable of testing into college level classes, as opposed to needing developmental classes. Institutional data show that most entering freshmen are first-generation college students, often lacking awareness and analytical skills essential to academic and career achievement. Considerable national research indicates that learning communities have been successful in acculturating students to the university and stimulating student success. Documentation identifies project-based learning (PBL) as a major factor in honing the analytical expertise of students, mostly in STEM programs.

This activity will lead to increased Hispanic and other low-income students in all disciplines continuing and completing their higher education and launching their careers. Faculty development activities are used to increase implementation of problem-based learning and to rethink conventional approaches to curricula. ILC students attend a special summer orientation and receive advising, counseling and mentoring. These initiatives remain consistent with the goals of Quality Enhancement Plan (QEP): Student Engagement through Active Learning Strategies. The ILC has eight components: (1) inner-city high school outreach; (2) week-long freshman summer camp; (3) problem-based linked classes; (4) peer (5) course sequences; (6) academic advising/counseling; (7) redesigned freshman seminars;
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How does First Year Program Curriculum differ across colleges/universities in Texas in terms of supporting and working with Latino populations?
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[[Hispanic Serving Institutions]]
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How does First Year Program Curriculum differ across colleges/universities in Texas?
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How does First Year Program Curriculum differ across colleges/universities in Texas in terms of supporting and working with Latino populations?
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Palo Alto College -
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'''Palo Alto College -'''
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Palo Alto College has three activities:
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'''Palo Alto College''' has three activities:
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Southwest Texas Junior College -
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'''Southwest Texas Junior College''' -
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Southwest Texas Junior College (STJC) proposes to develop programs and services that are specifically designed to assist students in timely and successful completion of developmental education courses and in identified courses. This activity is divided into two components: (1) Implementation of a Student Engagement Program (SEP), which incorporates an intrusive student advisement system for early intervention for at-risk students. The SEP will provide students with a variety of services and tools designed to improve their engagement and ultimate success in developmental education and gatekeeper courses; and (2) Establish a college-level English as a Second Language (ESL) program that promotes the retention and success of non-native speakers of English who have come to STJC seeking a college education.
to:
Southwest Texas Junior College (STJC) proposes to develop programs and services that are specifically designed to assist students in timely and successful completion of developmental education courses and in identified courses. This activity is divided into two components: (1) Implementation of a Student Engagement Program (SEP), which incorporates an intrusive student advisement system for early intervention for at-risk students. The SEP will provide students with a variety of services and tools designed to improve their engagement and ultimate success in developmental education and gatekeeper courses; and (2) Establish a college-level English as a Second Language (ESL) program that promotes the retention and success of non-native speakers of English who have come to STJC seeking a college education.
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Sul Ross State University -
to:
'''Sul Ross State University''' -
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The University of Texas, Brownsville -
to:
'''University of Texas, Brownsville''' -
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University of Houston, Downtown -
to:
'''University of Houston, Downtown''' -
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How does First Year Program Curriculum differ across colleges/universities in Texas?

http://www.sc.edu/fye/resources/fyr/index.html
National Resource Center
National Resource Center for the First Year Experience and Students in Transition


Bassham, G., et al. (2005). Critical Thinking: A Student's Introduction. Burr Ridge, IL: McGraw-Hill.

Bucher, R. (2004). Diversity Consciousness: Opening Our Minds to Peoples, Cultures, and Opportunities (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.

First Year Programs in Texas
Abilene Christian University (www.acu.edu/academics/fyp/index.html)

Stephen F. Austin State University, TX (www.sfasu.edu/sfa101/)

University of Texas, Austin (www.utexas.edu/student/vpsa/fig/)


http://www.ed.gov/programs/idueshsi/hsi-abstracts2008.doc
TEXAS

Palo Alto College -
Activity Description:
PROJECT (Connection)
San Antonio, Texas, emerged after the 2000 Census as one of the largest, fastest growing and most Hispanic cities in the nation. San Antonio is now the seventh largest city in the United States (population of 1,144,646).

Palo Alto College has three activities:
I. Developing Faculty through Evidence and Innovation & Alignment of High School/College Curriculum through in the Creation of the Center for Teaching & Learning;
II. Improving Low Graduation, Job Placement, and Transfer Rates through Creation of the Center for Academic Transitions; and
III. Increasing External Gifts and Monies through Establishment of the Alumni/Advancement Initiative.


Southwest Texas Junior College -
Activity Description:
Do you have a title for this one? Keep format consistent.
Activity 1 - Improving Student Success
Southwest Texas Junior College (STJC) proposes to develop programs and services that are specifically designed to assist students in timely and successful completion of developmental education courses and in identified courses. This activity is divided into two components: (1) Implementation of a Student Engagement Program (SEP), which incorporates an intrusive student advisement system for early intervention for at-risk students. The SEP will provide students with a variety of services and tools designed to improve their engagement and ultimate success in developmental education and gatekeeper courses; and (2) Establish a college-level English as a Second Language (ESL) program that promotes the retention and success of non-native speakers of English who have come to STJC seeking a college education.
Activity 2 - Creating a Learning-Centered Organization
This activity also includes two components: (1) improving the communication infrastructure and its capacity to collect and analyze data in a timely and accurate manner for the development of a of evidence. This component is important in our desire to encourage and advance data driven decision making especially as it relates to the assessment of student learning; and (2) Provide professional development opportunities that assist faculty and staff in creating and implementing programs and services that are designed to embrace the philosophy, development and ultimate adoption of the principles associated with a centered organization. The focus of this activity is to further develop and enhance the college database systems for administration and faculty for a more coordinated, streamlined, and focused response to Students Success issues, allow for more flexible and expedient response to current and emerging issues, and enhancing data recovery and reporting.

Sul Ross State University -
Activity Description:
High Impact Practices to Improve Student Success
A public, liberal admissions four-year postsecondary institution located in Alpine, Texas, Sul Ross State University is a historically Hispanic-Serving Institution (HSI) serving slightly more Hispanic (48 percent) than White, Non-Hispanic (42 percent) students.
PROJECT ACTIVITY: High Impact Practices to Improve Student Success. We will address low academic success and low persistence among first-year and second-year students through high impact practices to better engage and support students, particularly at-risk, low-income and Hispanic students.

First-Year and Second-Year Experience (FYSYE) Learning Communities (LCs). We will develop and pilot First-Year Experience and Second-Year Experience Learning Communities. The FYSYE Learning Community activity centers on designing, developing and piloting discipline-focused and course-linked Learning Communities (math/science focus Y1-2; writing/literature focus Y3; social science/humanities focus Y4; and communications/fine arts focus Y5) to promote greater student engagement to increase success and persistence rates. We will support the FYSYE Learning Community activity with an improved, proactive advising system which includes: (1) an FYSYE-focused advising center with resources; (2) peer mentoring and use of graduate assistants as to conduct weekly sessions to reinforce study skills and social integration as part of the LC; (3) student e-portfolios and tracking technology so students can chart their progress; and (4) a summer intensive orientation for the FYSYE students who will be enrolled in pilots of FYSYE LCs. Support for faculty professional development in best practices for designing and teaching Learning Communities, including use of Computer-Based Learning in the LC courses, will be provided. Advising staff and first-year and second-year faculty advisers will be trained in best practices in proactive advising.

The University of Texas, Brownsville -
Activity Description:
The University of Texas at Brownville (UTB) is located in Brownsville, Texas, and serves a student population of over 15,000, of which 93 percent are Hispanic. service area is among one of the poorest in the nation and pervasive to it are language and economic barriers that impede formation of a solid foundation in reading and communication. UTB has identified the need to expand communication and information literacy skills, to integrate the use of technology, and to strengthen faculty development in order to improve the learning outcomes of eligible students receiving the Academic Competitiveness Grant (ACG).
Analysis of persistence trends among entering freshman revealed that a high number of these students are failing or dropping out by the end of their freshmen year (40 percent attrition), with others demonstrating deficiencies in communication and/or literacy skills. UTB will pilot integrated learning communities that link English and Speech courses with Biology or Chemistry courses and reform curriculum delivery to impact literacy, critical and abstract thinking, and problem solving skills. Cross-disciplinary faculty teams will establish common themes and learning outcomes in each course, and design activities intended to improve student reading, writing, rhetoric and information literacy skills and increase student success in SMART related programs and courses. Learning communities will be structured in block schedules that include co curricular activities and student support services, including peer mentoring, supplemental instruction, and teaching assistants in targeted courses.

Faculty will participate in professional development workshops to learn to adequately assess and analyze student learning, integrate technology into their courses, and re-evaluate instructional delivery methods. A Learning Innovations Scholarly Technology Advancement laboratory will be created to provide faculty with a physical location to access resources, technical support, and encourage interactive opportunities for sharing pedagogical methods and working in groups. An instructional designer will provide technical assistance in redesigning courses and aligning learning objectives with program and course expectations. Learning community experts, learning outcomes assessment authorities, technology consultants, and student support service scholars will provide workshops to train faculty and staff and guide curricular reform efforts.
Critical to the success of this project is the assessment of student learning outcomes to determine the impact of curricular reform. UTB will use the Blackboard Management System Outcomes platform to synthesize academic data, utilize e-Portfolios, and catalog student artifacts to be assessed against expected outcomes. Technology consultation is essential to effective implementation and use of outcomes and its assessment tools.

University of Houston, Downtown -
Activity Description:
The University of Houston-Downtown is a four-year, urban university with a multicultural enrollment of approximately 11,500 students.
ACTIVITY ONE: University of Houston, Downtown (UHD) Interdisciplinary Community (ILC) through Problem-Based Learning. The ILC is a single activity designed to foster active learning among first-time-in-college students to increase their success in graduating from UHD and joining the knowledge-based workforce of Houston, a diverse, international city. The ILC students will be capable of testing into college level classes, as opposed to needing developmental classes. Institutional data show that most entering freshmen are first-generation college students, often lacking awareness and analytical skills essential to academic and career achievement. Considerable national research indicates that learning communities have been successful in acculturating students to the university and stimulating student success. Documentation identifies project-based learning (PBL) as a major factor in honing the analytical expertise of students, mostly in STEM programs.

This activity will lead to increased Hispanic and other low-income students in all disciplines continuing and completing their higher education and launching their careers. Faculty development activities are used to increase implementation of problem-based learning and to rethink conventional approaches to curricula. ILC students attend a special summer orientation and receive advising, counseling and mentoring. These initiatives remain consistent with the goals of Quality Enhancement Plan (QEP): Student Engagement through Active Learning Strategies. The ILC has eight components: (1) inner-city high school outreach; (2) week-long freshman summer camp; (3) problem-based linked classes; (4) peer (5) course sequences; (6) academic advising/counseling; (7) redesigned freshman seminars;