2007-2008 pegasus annual report

2007-2008 PEGASUS Annual Report

Texas Tech University Division of Academic Operations and Support Services

University Advising Center 79 Holden Hall 806-742-2189

www.fgc.ttu.edu

TABLE OF CONTENTS

I. ABSTRACT

II. INTRODUCTION A. Program Description

1. Points of Success for 2007-2008 2. Characteristics of First Generation College Students (FGC) 3. Challenges of First Generation College Students (FGC)

B. Original Purpose C. Changes to Original Purpose

1. Key Components

III. ORGANIZATION A. Staff

1. Staff Responsibilities B. Budget C. Partnerships D. Key Components

1. FGC Advising 2. PEGASUS Program Assistants

a. Selection b. Responsibilities

1) Office tasks 2) Program planning and project implementation

3. PEGASUS FGC Peer Mentors a. Selection b. Responsibilities

1) Individual Mentoring 2) Mentor Teams 3) Program Projects

4. PEGASUS FGC Scholarships a. History

5. P.O.W.E.R. Workshop Series 6. FGC Study Sessions 7. Team Building Activities 8. Community Service/Outreach

a. Plant the Seed b. PEGASUS Prep

IV. RESULTS OF THE PROGRAM A. Quantitative Results Comparing FGC Students

1.Average ACT 2.Average SAT 3.Average HS Rank 4.Fall, Spring and Academic Year GPA 5.Retention Rate for Fall to Spring

2007-2008 TTU PEGASUS Program Jodi Gonzalez

6.Retention Rate for Year to Year B. Evaluation of PEGASUS POWER Sessions

1.Quantitative 2.Qualitative

C. Evaluation of PEGASUS Program 1.Quantitative 2.Qualitative

V. IMPLICATIONS AND SUGGESSTIONS FOR IMPROVEMENT A. Funding B. Coordination

1. Program Assistants 2. Universal Mentor 3. PEGASUS Partners

C. Communication D. Membership E. Mentors

1. Training 2. Mentoring Team Model 3. Professional Development Workshops

F. Scholarships G. Workshops

1. Number 2. Topics

H. Community Service/Outreach VI. APPENDIX

A. Participant Data B. Mentor Data C. Mentor Hourly Payroll D. Mentor and Member Biographies E. Supporting Documents

1. Participant Contract 2. Students Who Soar Nomination . Working with Foster Care Youth Training Materials 4. Outreach Contact Sheet 5. Mentor/Member Contact Form 6. POWER Session Evaluation 7. PEGASUS Program Evaluation 8. Fall Calendar 9. Spring Calendar


ABSTRACT

In August 2002, the University Advising Center developed a new program intended for first-time-in-college, First Generation College (FGC) students. Known as PEGASUS (Pioneers in Education: Generations Achieving Scholarship and Unprecedented Success), the program was inspired in part by the state of Texas’ “Closing the Gaps” initiative and was funded through an initial two year commitment from the university. For the 2007-2008 academic year the University Advising Center continued to develop and implement PEGASUS. The program provides intrusive academic advising, peer mentoring, a transition and skills development workshop series and community building activities in order to increase academic success, retention, graduation rates, and also the social and personal development of FGC students. The following report examines the original purpose and evolution of PEGASUS, as well as movement throughout the academic year and a compilation of reports/statistics used to determine success and areas for improvement. Qualitatively, the program appears to have succeeded on numerous levels. Quantitatively, results demonstrate that the program helped FGC students who were at the greatest risk make a successful transition to Texas Tech University. Also included in this report is an analysis of the logistical concerns by ACTT advisors in their coordination and execution of a first year FGC student transition program, and recommendations for the future. INTRODUCTION

Program Description PEGASUS is a successful recruiting and retention device on the TTU campus that provides an academic advising and peer mentoring program to support FGC students in their first year by facilitating a successful transition into the university community. Coordinated by the University Advising Center, PEGASUS is designed to assist FGC students as they manage the variety of challenges unique to students without a family background in higher education. These challenges include academic progress, social involvement, and personal growth. The TTU PEGASUS Program is based on the model of “Reaching Back and Paying Forward: Community Service is Community Building.” First Generation College (FGC) students are given the opportunity to give back to others from the moment they step foot on campus. This engages FGC students and provides them with a sense of purpose, ownership, and community. Reaching back to younger FGC students also serves each TTU FGC student. It provides a sense of belonging which impacts the retention of our FGC students. PEGASUS is comprised of a diverse group of students. When prospective students “see themselves” in the FGC role models during community service and outreach events, they are more likely to be recruited to Texas Tech.


PEGASUS Points of Success for 2007-2008 The PEGASUS Program has once again undergone changes in program format strengthening its ability to remain an important resource for FGC students. • Received 160 applications for the PEGASUS Program. • Recruited the largest number of participants this year at 79, without having scholarships as the

incentive to participate in the program for the first time in program history. • Provided intrusive advising; both academic and for challenges specific to FGC students and

their families that included face-to-face contacts, emails and phone calls. • 95% retention rate for participating freshmen FGC students who met all of the requirements

for first-to second year at TTU. The overall retention rate of participants was 90% compare to the TTU Freshmen population at 80%.

• Mentors were retained at 100% compare to the university population at large of 86%. • Mentors logged 4155 mentoring and outreach hours, an increase of 1786 from FY08 • Personal contacts made by Mentors totaled 12,363 • Paid $29,090.25 in hourly wages to FGC Mentors • Reducing the need for these academically at-risk students to be over-employed (working 2-3

part-time jobs @ minimum wage) through wages • PEGASUS participants who met the participation requirements average GPA of 3.3 and the

overall grade point average for program participants was 2.85 above the university average GPA of 2.614 for freshmen.

• PEGASUS Mentors cumulative average GPA was 3.0, another testament to the influence of the program on its students’ success. (Nationally, FGC students have historically performed below the average GPA of non-FGC populations, according to the National Center for Education Statistics, 2.6 compared to 2.8).

• Awarded $53, 506.00 in grant funds to provide $30,000.00 in scholarships and $23,506.00 in program support to hire additional Mentors and to serve more TTU FGC students in FY09

• Noel-Levitz spot-lighted the TTU PEGASUS Program as part of a FGC Presentation at a national conference

• Two proposals were accepted for session presentations at the Fall 2008 NACADA about First Generation College Students for the Fall 2008 National NACADA Conference in Chicago, Illinois, one on the TTU PEGASUS Program and for a panel on FGC research.

• Continued partnerships both on campus and in the community to forward the program’s mission. These partnerships include The Texas Tech Visitor’s Center, Office of Admissions and Office of Financial Aid, Center for Campus Life, Upward Bound, and Raider’s Rojos; South Plains College and Tech Prep; WorkSource of the South Plains, South Plains Closing the Gaps Coalition, LEARN, Lubbock Boys-N-Girls Club, Buckner’s Children and Family Services and Hope Chest of the South Plains. Goals of these partnerships included planting the seed of a college education, providing outreach info about financial services, social and personal development activities.

In summary, with six years of deliberate investment in FGC freshmen and their Student Mentors, PEGASUS once again can add graduation as a measure of accountability to determine its impact on students who have participated in the program. Of the first three classes of PEGASUS (2002-2003, 2003-2004 and 2004-2005), 80% have graduated or are on track to graduate from Texas Tech. This is above the university average of 67% graduation rate in 2007-2008.


Characteristics of FGC Students Compared to the average TTU student, the PEGASUS Scholars, Mentors and Non-Scholar Members began their college education with typically:

• Higher drop-out proneness scores as determined by the CSI from Noel-Leveitz • financial need

Challenges of FGC Students

First Generation College (FGC) students face a variety of challenges, particularly during their freshman year. Many of the challenges are unique to FGC students. FGC Student challenges include:

• Straddling two cultures (home and college) • Experiencing changes in family and personal relationships • Adapting to a competitive academic environment • Managing time and events • Living on and managing a tight budget • Feeling excluded or not belonging • Feeling overwhelmed and confused • Learning how to negotiate the large, university system • xplaining the demands and rigors of college life to family and friends E

Original Purpose PEGASUS was designed in 2002 to assist entering freshman undecided FGC students. Research was undertaken to find programs that work with FGC students and FGC students from low income backgrounds that do not have high success rates. PEGASUS was modeled after other programs that have had success working with FGC students. These model programs include national TRIO programs at Texas Tech and other universities. Many of the components of the program followed the design and protocols of the very successful TRIO program, Student

upport Services (SSS). S Among the rv se ices PEGASUS initially planned to provide students were:

• Financial Stipend for selected FGC students with the highest need based on a profile with emphasis on the lack of Expected Family Contribution (EFC) based on the FAFSA application

• Personal Academic Advisor at ACTT nce Halls • Academic Mentor in the Reside

• Guidance on campus resources rs and workshops • Informational semina

• Outreach to families • College Student Inventory (CSI)

vising • Academic major and career adment • Transition skills develop

• Financial Aid guidance


Because the program was initially reserved for a group of twenty students, advisors at ACTT planned to create a community atmosphere similar to other academic organizations. Advisors hoped to offer elective social gatherings with group outings in addition to the required workshop attendance. Changes to Original Purpose In October 2003, the size and scope of PEGASUS’ purpose changed. In response to a university request to assist all FGC students at Texas Tech University, PEGASUS expanded limited services to the entire entering freshman FGC class. PEGASUS would no longer concentrate on its selected twenty students, but rather expand its services into a much larger and more academically diverse community. Though this is in contradiction to proven models for working with FGC students, PEGASUS endeavored to find strategies to make this approach a success. In keeping with the original purpose, PEGASUS continued to offer intrusive advising and mentoring to a self-selected group of FGC students called PEGASUS FGC Participants, PEGASUS FGC Mentors, and also to any other FGC student who elects to receive services. This year was the first year in program history that Scholars were not selected at the beginning of the academic year. Due to a loss of funding scholarships were not offered. Over the program’s six years, the number of students served has increased due to the charge to serve more students. In addition, the program has been expanded to increase the types of activities offered to participants to encourage development of FGC students on a personal, social and professional level. Partnerships have continually been sought and strengthened to enable PEGASUS to provide information and service/outreach opportunities to the Texas Tech Campus, FGC students and the area community. Other changes include the number of staff hours necessary to provide services and produce results, as well as the amount of funding necessary to deliver a quality program that lives up to expectations. Both of these have unfortunately plagued the PEGASUS Program, which has continually endeavored high staff turnover rates and funding fluctuations. However, in spite of this, PEGASUS has continued to strengthen itself as a successful recruiting and retention device on the Texas Tech Campus. Key Components Among the changes of purpose, there have also been changes in the components and the role of the components of PEGASUS. Each year, PEGASUS has been adjusted in strategic ways to meet the specific needs of FGC students as the program develops it understanding of those needs. These structural changes have occurred in both on-campus efforts and in outreach efforts, including to elementary and secondary school students. Changes were made in how PEGASUS coordinates the FGC Peer Mentors, conducts the intrusive advising practice, offers POWER Session workshops, and employs the participation of PEGASUS Mentors at outreach events attended by FGC students and their families. PEGASUS has successfully implemented a new component that allows outstanding Mentors to serve in the role of Program Assistants to help with program coordination, communication and data collection.


The key components of PEGASUS for Fall 2007-Spring 2008 were: • Partnerships

o Texas Tech Departments The TTU Office of Admissions The TTU Visitor’s Center The TTU Financial Aid Office The TTU Center for Campus Life The TTU Upward Bound program Raiders Rojos

o Community Entities South Plains Tech Prep South Plains College WorkSource of the South Plains; The South Plains Closing the Gaps Coalition The Higher Education Coordinating Board LEARN The Lubbock Area Boys-n-Girls Club Buckner’s Children’s and Family Services- PAL (Preperation for Adult

Living) Program Hope Chest of the South Plains

• PEGASUS Program Assistants/Mentors (4 in number) o Program Assistant Model o Intrusive advising o Weekly contact o Assigned program tasks- communication, website updates, planning events

(POWER Session Workshops, Community Building Events and Community Service/Outreach), encouraging participation and assisting with documentation

o Individual face-to-face appointments with Program Coordinator o Monthly Meetings to encourage leadership, and academic, personnel , as well as

professional growth o Assigned a team of Mentees

Provided mentoring both individually and utilizing the new team model • PEGASUS FGC Peer Mentors (15 in number)

o Team Mentoring Model (ratio 5:1) o Intrusive advising o Weekly contact o Attention at events o Individual face-to-face appointments with Mentor/Assistant Coordinator o Monthly Mentor Meetings to encourage leadership, and academic, personnel , as

well as professional growth o Assigned a team of Mentees

Provided mentoring individually; and Team model-

Students were placed on a team with a pair of mentors; competing for prizes based on participation in planned events, group games/challenges, and contact with Mentors, both individually and as a team.


• PEGASUS Participants (79 in number)

o Intrusive advising o Assigned a peer mentor team o Weekly contact o Attention at events o 2 individual face-to-face advising appointments per semester

• FGC students at TTU (5226 attending TTU) o Contact by weekly techannounce and email o Semi- annual newsletter o Attention at events o Priority access to FGC advisors

• P.O.W.E.R. (Positive Outcomes with Educational Resources) Workshop Series o Academic Success o Money Matters o Getting Involved: Straddling Two Cultures o Risky Business o Expanding the College Experience o Money Matters o Key Relationships o Student’s Rights o Financial Aid and Scholarships o Career Center o Reality Store o Risky Business II o Dreams/Vision Board o Health & Safety o Stress Management

• FGC Study Sessions o Weekly o Finals Prep

• Community Building Activities o Annual Welcome BBQ o Mentor Match o Pizza Lunch Days o Bowling o Corn Maize o October Bash o Winter Bash o Dead Day Luncheon o Welcome Back Event o Team Challenge o Stars-n-Stripes o Game Day o Annual Spring Banquet


• Community Service/Outreach

o Plant the Seed FGC presentations to local junior high student groups

• Dunbar Junior High • Cavasos Junior High

TTU Junior High Campus Visits- • Santa Rita Middle School

Boys-N-Girls Club- • Activities mentoring and fostering the goal of a college education

with students form elementary to secondary levels. o PEGASUS Prep

Texas Tech University Days • Provided information on PEGASUS for prospective TTU students

and parents TTU New Student Orientation TTU Visitor Center Presentations

• Amarillo Children’s College • LBJ High School

Buckner Children’s Home- PAL (Preparation for Adult Living) Local High School FGC Clubs-

• Lubbock High • Coronado High • Monterey High School

Senior Skip Day o Other Service/Outreach

Adopt-a-Family • Adopted 2 families and provided food and gifts for Christmas

Hope Chest • Planned the Hope Chest Celebration Luncheon • Raised donations

The key components of PEGASUS for summer 2008 were:

o Summer Mentors (10 in number) o Mentors summer responsibilities differ from those of the academic year to include

more outreach, community service projects and program planning. o Reaching Back and Paying Forward: Community Building Activities

o Outreach /Community Service Activities -Plant the Seed-

Boys-n-Girls Club- • “Ice Cream Socials”- activities mentoring and fostering the goal of

a college education with students from elementary to secondary levels.

-PEGASUS Prep- Upward Bound-


Mentoring Bridge Students to help their first experience in higher education to be a successful and fulfilling one

• Team Mentoring Model- Students were placed on a team with a pair of mentors; competing for prizes based on participation in planned events, group games/challenges and contact with Mentors, both individually and as a team.

Pilot of Hope Chest Summer Program • Planned activities to encourage relationships between Mentors and

Foster Care Seniors to assist them during their transition from care to college, etc….

New Student Orientation • FGC Peer Mentors for college sessions

o Mentoring of students from students who have been there. • Department Organization Fairs

o Inform students/parents of the benefits of the PEGASUS program

• FGC Informational Sessions o Provided up-close, personal information and stories of what

it means to be FGC and how we can help Raider Welcome Week

• Student Organization Fair o Inform students of the PEGASUS program and recruit

members ORGANIZATION

PROGRAM STAFFING HISTORY The PEGASUS program exists to identify and support First Generation College (FGC) students during their freshman year transition from high school to college. The success of the PEGASUS program is dependent on five major areas of staff concentration. They are advising, curriculum, community building events, outreach/community service, and research. Each of these areas serves a unique purpose toward furthering the ultimate goals of the program. The following outlines the organization structure(s) of PEGASUS as it has evolved. The level of staff support for PEGASUS and FGC students has become an indicator of the program’s success and challenges. Original staffing levels included portions of four Academic Advisors positions providing intrusive advising to 20 PEGASUS Scholars. For the Fall 2003 and Spring 2004 semesters, one half-time Mentor Coordinator was added and became responsible for supervising the activities of the PEGASUS FGC Peer Mentors as well as outreach to the TTU FGC population not receiving the PEGASUS FGC Scholarship. Although the staffing levels remained constant from the July to December 2003, new staff members hired in August and September filled the Program Coordinator position and the Mentor Coordinator position.


In December 2003, the number of staff supporting the PEGASUS program decreased from portions of four Academic Advisors to portions of three advisors and one Mentor Coordinator. In January 2004, the Mentor Coordinator position became vacant and remained so until July 2004. The PEGASUS program experienced increased student support and attendance at outreach events with the Mentor Coordinator position and predicted increased outreach events to FGC students and development of the mentor program with a full time Mentor Coordinator. The increasing number of FGC students taking advantage of the services provided by the PEGASUS program, the increase of 20 PEGASUS Scholars in Spring 2004 in compliance with the new THECB grant, and the increased role of the PEGASUS Mentors placed a significant strain on the resources of the three remaining Academic Advisors. Additionally, the 20 new PEGASUS Scholars added to the program population in Spring 2004 were not divided evenly among the ACTT advising staff as previously done. Instead, all new Scholars were evenly split between the Program Coordinator and the part-time Mentor Coordinator. This new advising practice carried into current practice. For Summer 2004, the responsibilities of the half-time Mentor Coordinator were assumed by the Program Coordinator and supported by the PEGASUS Mentors. A fulltime Assistant Coordinator responsible for supervision of the PEGASUS FGC Peer Mentors was identified as a critical staff position by the ACTT and PEGASUS staff, and after five months of interviewing candidates, the PEGASUS program hired a fulltime Senior Counselor in July 2004. This position was filled with the understanding that leadership responsibilities would increase as experience with the mentoring component and advising skills increased. The position was vacant temporarily from September, 2004 to November, 2004. For the 2004-2005 academic year, the primary program staff consisted of two positions: one ¼-time Program Coordinator and one full-time Assistant Coordinator. The Program Coordinator is a ¾-time Academic Advisor, responsible for providing advising services to the ACTT K-O population. It has, thus, been discovered that the PEGASUS Assistant Coordinator position is essential for many reasons, including the following three. First, this position supervises the FGC Peer Mentors Program. As mentioned above, PEGASUS partnered with South Plains Tech Prep to provide the salaries for successful, upper-class, FGC Peer Mentors for first year FGC students. The Assistant Coordinator oversees their activities, manages payroll and reporting documentation, and supports them with supplemental advising and in their professional development. Without the supervision provided by the Assistant Coordinator, the Peer Mentor component of the program would not be possible. Second, the Assistant Coordinator position supports the FGC Peer Mentors to spend less time on administrative tasks and more time mentoring, outreaching, and interacting with FGC students. The Assistant Coordinator position has allowed Mentor activity to become more focused and effective. However, in the year 2005-2006, as the scope of the components of the PEGASUS program expanded to include social events, study sessions and more service activities it became apparent that Mentor Teams would be needed to plan and facilitate these new activities. At this time Mentors were placed on work teams to assist the Mentor Coordinator with this new charge. This model was not ideal, as it was difficult to coordinate 40 part-time student Mentors to accomplish assigned tasks. It became apparent that some Mentors could and would devote more time to assigned office tasks, while others simply preferred to mentor students, and this led to the pilot of the Program Assistant


model in 2006-2007. Program Assistants are assigned program tasks to relieve the coordinators of many daily office tasks allowing them more time to effectively coordinate the program and provide more attention to the students in the program. Program Assistants are also in leadership roles, helping to coordinate and mentor the Mentors in the program. Third, the Coordinator position for PEGASUS is a full-time Academic Advisor at ACTT for FGC ASUD students with approximately 75% time available for program duties. The Assistant Coordinator position allows the part-time Coordinator to focus on program development and growth initiatives as opposed to daily operations. The result of this support included larger scholarship amounts for first year FGC students (up to $1,500 from $500), more students receiving scholarships, more partnerships and increased community building and outreach activities, a more effective seminar and workshop curriculum, and a raised institutional profile. For the year 2007-2008 the PEGASUS Coordinator was assigned to be 50% advisor and 50% coordinator and the Assistant Coordinator was also assigned the same. The Program Assistant model was successfully implemented and the Team Mentoring Model was continued. STAFF RESPONSIBILITIES For the 2007-2008 academic year, the duties of the PEGASUS staff were organized according to the staff supporting the program.

• Program Coordinator- Jodi Gonzalez, B.S.W., M.P.A (August 20, 2007- Current) Supervision and training of:

• PEGASUS Assistant Coordinator, • 4 PEGASUS Student Program Assistants, • 15 PEGASUS Student Assistant Mentors • 2 Department Graduate Assistants for special assignments

Program PEGASUS Program Development and Implementation- coordinated all aspects of the PEGASUS Program which included the following responsibilities:

• Responsible for program budget • Researched and wrote three grants: received funding for two grants

from the TG Public Benefit Program • Planned and facilitated all components of the program (POWER

Session Workshops, Study Sessions, Social Events, Community Service Projects, and Outreach)

• Developed Program Marketing, including website • Recruited, hired and trained Mentors • Recruited Voluntary Participants: doubled number from 06-07 to

07-08 • Implemented Point System with Incentive Awards • Coordinated all correspondence with PEGASUS participants,

Mentors and TTU FGC population • Created and dispersed quarterly newsletter


• Served as liaison to ACTT Assistant and Associate Director and Managing Director

• Wrote all program reports including weekly, monthly, Quarterly Board of Regents, URRS Report, and PEGASUS Annual Program Reports

• Created the first report of the history of the program including all statistics and measures of success

• Presented the PEGASUS program to Angelo State University • Assisted Noel-Levitz in creating a PEGASUS Presentation that

they presented at a National Conference on FGC Students. • Submitted two proposals that were accepted for session

presentations about First Generation College Students for the Fall 2008 National NACADA Conference in Chicago, Illinois

o TTU PEGASUS Program o Panel of FGC Research

• Networked partnerships and served as liaison for TTU Admissions, TTU Financial Aid, TTU Visitor’s Center, TTU Upward Bound, TTU Red Raider Orientation, South Plains Tech Prep, Amarillo College, South Plains College, LEARN, Boys-n-Girls Club, Hope Chest, Buckner Children and Family Services, Local High School FGC Clubs, LEARN, Area Go Centers

• Worked to implement First Generation College FIGS (Freshmen Interest Groups) and Learning Communities at Texas Tech University for the first time, these will be implemented in fall 2009

• Created and maintained all supporting documentation for the administration and implementation of program

Research & Funding • Coordinated data collection and reporting of PEGASUS FGC Peer

Mentor component activities • Coordinated data collection and reporting of PEGASUS

participants • Coordinated data collection of information for PEGASUS yearly

report. • Conducted, analyzed and reported research of FGC student

populations, FGC programs, and advising methods • Conducted FGC related research • Researched, sought and drafted proposals for additional funding

• Advisor o Academic Advisor for: First Generation College (FGC)

Students, Arts and Sciences Undecided Students and Prelaw Students- conducted intrusive academic advising/counseling with students and families

Administered and interpreted College Student Inventory (CSI) by Noell-Levitz


Facilitated presentations and advised students during NSO

• Assistant Coordinator- Michael Brown (November 15, 2007-May 1, 2008) • Assistant Coordinator- Vacant (May 2, 2008- July 1, 2008) • Assistant Coordinator- Rebecca Ramirez (July 2, 2008- September 23, 2008)

Supervision of 16 Mentors Program

Coordinated activities of PEGASUS FGC Peer Mentors Assisted in recruitment and hiring and training of Mentors Coordinated Outreach activities Serve as liaison to TTU Office of Admissions Contacts, sets up, and conducts one-to-one appointments FGC students Supports Program Coordinator regarding all aspects of the program Coordinate data collection and reporting of PEGASUS FGC Peer Mentor

component activities Advisor

Academic Advisor for: First Generation College (FGC) Students, Arts and Sciences Undecided Students and Prelaw Students- conducted intrusive academic advising/counseling with students and families

• Administered and interpreted College Student Inventory (CSI) by Noell-Levitz

• Facilitated presentations and advised students during NSO

PROGRAM BUDGET

• Report Summary- o Total Budget for 2007-2008

$97,212.000 o 050J-44-A040 – “Local” Account

$54,000.00 annually • for 100% of Asst. Coordinator Salary • for program M & O

$8,212.00 carry forward from 2006-2007 • for M & O

o 066N-44-AF05 DEM $35,000.00

• for Mentor hourly pay • for program M & O


PARTNERSHIPS PEGASUS developed and strengthened partnerships with university and community agencies to forward the program’s mission. Partners include:

• The TTU Office of Admissions • The TTU Visitor’s Center • The TTU Financial Aid Office • The TTU Center for Campus Life • The TTU Upward Bound program • Raiders Rojos • South Plains Tech Prep • South Plains College • WorkSource of the South Plains • The South Plains Closing the Gaps Coalition • The Higher Education Coordinating Board • LEARN • The Lubbock Area Boys-n-Girls Club • Buckner Children’s Home- PAL (Preparation for Adult Living) Program • Local High School FGC Clubs and Go Centers

The goals of the partnerships included Planting the Seed of a college education, providing college awareness for students and families, social and personal development activities for TTU FGC students, and financial support. KEY COMPONENTS

FGC ADVISING

PEGASUS bases its FGC advising services on three sources: the body of knowledge as ACTT Academic Advisors, the body of knowledge present in the FGC literature, and the College Student Inventory (CSI) from Noell-Levitz. The CSI asks students to self-identify their cognitive and affective attrition indicators. Retention research has shown that dropout-proneness is often a function of students’ attitudes and motivation. The implication is that looking at the combination of affective and cognitive indicators tends to be more predictive of dropout-proneness than standardized test scores and GPAs. There are 4 categories of information that direct PEGASUS FGC Advisors to the specific issues that indicate what a student needs in order to be retained:

• Academic Motivation o Study Habits o Intellectual Interests


o Desire to Finish College o Attitude Toward Educators

• Social Motivation o Study Habits o Intellectual Interests o Desire to Finish College o Attitude Toward Educators

• General Coping Ability o Ease of Transition o Family Emotional Support o Openness o Career Planning o Sense of Financial Security

• Receptivity of Support Services o Academic Assistance o Personal Counseling o Social Enhancement o Career Counseling

Results of the CSI administrations for PEGASUS participants will be detailed below. FGC Advising at ACTT is seen as supplementary to a student’s academic advising services received from their departmental and/or college Academic Advisor(s). FGC Advisors are immediately available to any FGC student pending the Advisors’ schedule. Whereas non-FGC students may be asked to set an appointment, come back at a later time, or speak with a different advisor than their own, if it is possible, FGC students are allowed to immediately speak with a PEGASUS FGC Advisor. PEGASUS FGC Program Assistants SELECTION

• Qualifications: A Student Program Assistant must be a currently enrolled undergraduate or graduate student at Texas Tech University, who has completed at least 30 credit hours as of May 2005. Student Assistants should maintain a 3.0 minimum cumulative GPA and be in good disciplinary standing with the university. This year’s Program Assistants were all past Mentors.

• Preferred Qualifications: Knowledge of Microsoft online applications, Outlook, PowerPoint, Microsoft Word,

Excel, Access and Publisher; Excellent Organizational Skills; Ability to multitask; Ability to effectively prioritize, set goals and attain those goals; Effective oral and written communication skills; Ability to interact well with others within a group and individual setting;


Awareness of Texas Tech resources; A willingness to take initiative; A desire to work with new students and staff; Pride in being a successful student; Program participant in past years.

RESPONSIBILITIES

• Position Description: First Generation College (FGC) Student Program Assistants are FGC undergraduate or graduate students who serve as role models and sources of support for the PEGASUS program, as well as for new FGC students enrolled at Texas Tech University.

• Major/Essential Functions: Responsible for program office tasks, such as communication, planning events (Workshops, Social Events and Community Service), encouraging participation and documentation. Throughout the semester, Student Program Assistants also serve as FGC Peer Mentors and help to ease the transition of new FGC students by sharing their experiences as successful students. They serve as team leaders with the responsibility of encouraging their FGC student team to participate in events and utilize program services.

• Occasional Duties: Other responsibilities include meetings with program coordinating staff, workshop and social event preparation, and outreach/community service efforts. Program Assistants are also actively involved in their own professional development.

PEGASUS FGC PEER MENTORS

SELECTION • Qualifications:

A Student Mentor must be a currently enrolled undergraduate or graduate student at Texas Tech University, who has completed at least 30 credit hours as of May 2005. Student Mentors should maintain a 3.0 minimum cumulative GPA and be in good disciplinary standing with the university. Mentors this year were all either previous Mentors or Scholars.

• Preferred Qualifications: Effective oral and written communication skills; Ability to interact well with others within a group and individual setting; Awareness of Texas Tech resources; A willingness to take initiative; A desire to work with new students and staff; Pride in being a successful student.

RESPONSIBILITIES

• Position Description: First Generation College (FGC) Student Mentors are FGC undergraduate or graduate students who serve as role models and sources of support for new FGC students enrolled


at Texas Tech University. Throughout the semester, Student Mentors help to ease the transition of new FGC students by sharing their experiences as successful students.

• Major/Essential Functions: A Student Mentor’s primary responsibility is to their assigned mentees. Each Mentor will be assigned a team of FGC participants with whom they will be required to encourage their FGC student team to participate in events and utilize program services. Student Mentors will also actively participate in PEGASUS program events.

• Occasional Duties: Other responsibilities include meetings with program coordinating staff, workshop and social event preparation, and outreach/community service efforts. Mentors are also actively involved in their own professional development.

In 2007-2008, the role and scope of the FGC Peer Mentors continued to evolve as skills developed, mentoring experience increased and participant as well as program needs changed. This fiscal year was the second year PEGASUS has utilized the Program Assistant model. This model works much more effectively than the Mentor work team model of previous years. It is much easier to train 4 Student Assistants to do the necessary office tasks than it was to try to have 16 Mentors come in to the office to complete small parts of tasks. It also worked phenomenally well to aid in the smoothness of the program in relation to the frequent change in Coordinators. PEGASUS Mentors completed just over 2720 hours from September 2007 through August 2008. At $7.00 per hour that is $19,046.30 invested in the recruitment and retention of FGC students at Texas Tech University. The retention results of our FGC Peer Mentor component are reflected best with a comparison of our PEGASUS participant retention rates with those of the TTU first-year, from high school population as a whole. As the majority of PEGASUS participants were all first-year, from high school students and were assigned FGC Peer Mentors for the Fall and Spring semesters, the funding can be evaluated most directly through this key relationship. The university retention rate for first-year from high school students is roughly 80%. Of the PEGASUS participants who met all of the participation requirements for the 2007-2008 academic year, the retention rate is 95% and for program participants overall 90%. The retention rates of PEGASUS Mentors are also a tribute to the success of the PEGASUS Program, our staff strives to mentor them also and provide support services for them as continuing FGC students. PEGASUS Mentors were retained at 100% for both fall/spring and year-to-year, compare this to the university overall at 86% from year-to-year. Fall 2007 & Spring 2008 While the focus of PEGASUS is on the first year transition of FGC students, ACTT recognized the need to provide the leadership development of upper class FGC students. Therefore, leadership roles for the FGC Peer Mentors were created in order to develop their professional skills, to develop an interactive team approach to mentoring special projects, and to provide outreach to the TTU FGC student community utilizing multiple communication media.


PEGASUS also implemented for the first time this year a formal training process that occurs at the beginning of each semester. This training includes tips on being an effective Mentor, training on working with Foster Care Youth, Upward Bound students and the opportunity to plan and team build. PEGASUS also developed and implemented an informational campaign to FGC students utilizing emailed PowerPoint presentations, techannounce and calling campaigns that alerted FGC students to PEGASUS informational workshops, special events on campus, and student success deadlines such as advanced registration. PO.W.E.R. WORKSHOP SERIES In order to promote student interaction within the PEGASUS events, the FGC Peer Mentors facilitated an activity-driven component of each PEGASUS workshop. A team of FGC Peer Mentors coordinated with ACTT staff members prior to each workshop to design topical group activities. The results of these interactive activities included higher levels of reported satisfaction and engagement by FGC student attendees and increased confidence and commitment to PEGASUS. In the fall of 2007, 9 first-year transition workshops were presented to FGC students and their peers related to academic success, social involvement, and personal development within the university experience. During the spring semester 8 workshops were held with topics including event management, setting educational and personal goals, utilizing academic success and support services and resources, money management skills, applying for financial aid, increasing involvement in the university community, and team building events. Highly successful mentor activities included planning an academic calendar using students’ syllabi, identifying potential scholarships and grants, and identifying student organizations on campus to promote the involvement of the FGC students in the university community. Participants and Mentors logged over 360 hours of workshop experience during 2007-2008. MENTOR ACTIVITIES – MONTHLY COMMUNITY BUILDING GROUP EVENTS FGC Peer Mentors planned two monthly group events that developed camaraderie; involvement in campus or community events/organizations; individual/group academic, personal, professional development; and/or school spirit. FGC Peer Mentors coordinated all aspects of the events with the FGC Coordinator’s supervision. Also implemented this year was PEGASUS Pizza Lunch Days. The purpose of this event is to allow additional time for participants and Mentors to interact in an informal setting, for the opportunity to have discussions about how their week is going, how they are doing academically and if they are experiencing any difficulties. During the fall semester there were two of these per month and during the spring semester one.


MENTOR ACTIVITIES – MONTHLY MEETINGS FGC Peer Mentors met with the PEGASUS Assistant Coordinator on a monthly basis for individual meetings in order to allow for supervision in their role as Mentor. Monthly group meetings were also held and meeting agenda’s included discussions on issues that would arise for FGC students in the next month, the progress of monthly events, recruitment of FGC students into the PEGASUS program, retention of FGC students in the PEGASUS program, and mentor development. Monthly meetings included a module on professional/leadership development led by PEGASUS staff, campus or community professionals, or other Mentors. Summer 2008 In the summer of 2004, PEGASUS expanded the FGC Peer Mentor job description to include weekly mentoring contact with prospective and potential FGC students, promoting FGC awareness to prospective FGC students and their families at outreach events, and participating in informational sessions for FGC students at university orientation events. This was continued for the summer of 2008. SUMMER PARTNERSHIPS In June 2008, the FGC Peer Mentors also continued the tradition of providing mentoring and outreach services to prospective and potential FGC students in the Texas Tech Upward Bound program and Boys and Girls Club centers in Lubbock. FGC Peer Mentors provided peer mentoring to 30 FGC Bridge students from the Texas Tech Upward Bound Program in June, 2008. During the 5 week Summer I session, FGC Peer Mentors spent between two and five hours per week with their Bridge students. The team model of mentoring was also used with this group, placing Upward Bound Bridge students on teams with Mentor Leaders, and competing for individual and group points based on participation in events and time spent with their Mentors. PEGASUS, in coordination with the TTU Office of Admissions and the Lubbock Area Boys and Girls Club, continued a program providing college information and mentoring based outreach to predominantly minority youth between the ages of 5 and 16 years, logging 503 contacts. This program included 6 “Ice Cream Socials” at 3 local area Boys and Girls Clubs during the months of June and July. During the months of June, July and August PEGASUS also piloted the Hope Chest Summer Program, providing opportunities for activities and mentoring relationship with Hope Chest Foster Seniors. The purpose of this program was to assist graduating Foster Care Youth who are leaving care to transition to their next phase of life. Many of these students are attending college and may eventually attend Texas Tech. It is especially important to support these students as national statistics show that about 50% percent of these youth attend college and only about 2% graduate with a degree. FGC AT NEW STUDENT ORIENTATION PEGASUS extended the outreach efforts into a series of FGC student-parent informational sessions that were formalized in the New Student Orientation schedule. PEGASUS staff and


FGC Peer Mentors presented transition information to students and parents in a one-hour session. PEGASUS delivered 12 presentations (1 presentation per New Student Orientation) during June and July of 2008, to entering FGC students, their parents, and their families as part of the State of Texas’ Closing the Gaps Initiative. Approximately 57 FGC students and parents attended the NSO sessions with 250 students submitting applications to be PEGASUS Members via our new website membership application, at NSO or during Red Raider Welcome Week activities. PEGASUS FGC Peer Mentor Conclusion PEGASUS and Texas Tech University’s FGC student populations have benefited significantly from its partnership with South Plains Tech Prep. The FGC Peer Mentor component has been the seed and fertilizer for significant program growth. For the 2007-2008 academic year, South Plains Tech Prep was not be able to offer any support for the PEGASUS FGC Peer Mentors, in response to this we are in the process and will continue actively pursuing grant funding to replace this loss. The university has assisted with this component of the program providing program support for Mentor hourly wages for 2006-2007 and 2007-2008. We have also been awarded an additional amount of grant funds from the TG Public Benefit Grant Program that will allow the PEGASUS Program to hire 16 additional Mentors and provide services to an additional 75 TTU students for the year 2008-2009. The efforts of our FGC Peer Mentors enable PEGASUS staff members to focus on growth initiatives, partnership building, and program development. PEGASUS will continually seek to increase support for its FGC Peer Mentor component with additional funding because investment in the component delivers desired results. PEGASUS would not be as effective and, thus, successful were it not for its FGC Peer Mentors.

PEGASUS FGC SCHOLARSHIP HISTORY In 2002-2003, 20 Scholars received then-stipend amounts of $250 per semester for a total of $500 for the academic year. This $10,000 total was comprised entirely of university funding. Again, 20 Scholars were selected for 2003-2004 based on the previous year’s model, but upon receiving new grant funding from the Texas Higher Education Board (THECB), 20 more Scholars were selected in the Spring 2004 semester. Not only did the Scholar population increase in 2003-2004, but scholarship amounts also increased from $250 to $500 per semester. The rationale for increasing the amount of scholarship awards was to reduce the need for these academically at-risk students to be over-employed. Because 20 2003-2004 Scholars had been selected for a $250 per semester award basis, they received $750 for the academic year, and since the 20 new Scholars selected in Spring 2004 were only participating for one semester, they received $500 for that year total. Subsequently, 40 Scholars were selected to receive $1,000 scholarships for the 2004-2005 academic year, thanks to renewed funding from the THECB and Division of Enrollment Management. For the 2006-2007 academic year, PEGASUS Selected 20 students to receive $1500 scholarships for a total of $750 each semester. In the 2005-2006 academic year, PEGASUS selected 30


student to receive $1,000 scholarships. This continued drop in Scholars reflects decreased grant funding from THECB. Due to the changes occurring in 2003-2004 as detailed above, the 2004-2005, 2005-2006, and 2006-2007 PEGASUS Scholarships were provided from both university and THECB grant funded account. Unfortunately, at times, students selected to receive the PEGASUS FGC Scholarship do not satisfactorily complete the requirements of the Participation Agreement. In this regard, For the Fall of 2006 PEGASUS had to withhold (2) FGC Scholarships in the amount of $1500. These scholarships will be given to outstanding PEGASUS Participants. In all, 12 scholarships were awarded for fall semester and 15 scholarships were awarded for spring semester. In January 2004 in response to changes to IRS federal laws, the PEGASUS stipend was changed to a scholarship. The new criteria assumed by the scholarship altered the mode of delivery of the funds to the student and the pool of students eligible to receive the scholarship. FGC students could not receive the PEGASUS FGC Scholarship if the funds would place them over the cost of education. This change played a prominent role in the pool of FGC student athletes. The change to the scholarship format effectively eliminated student athletes as possible PEGASUS Scholars and required financial aid package adjustments for any student already receiving the university’s limit for financial aid. Furthermore, this new criteria placed partnership with the Office of Financial Aid and the Scholarship Office as well as financial need at the forefront of the selection process. To this end, now in addition to satisfactorily completing all the requirements of the Participation Agreement PEGASUS Scholars must attend Texas Tech University for the at least 3 semesters to receive the their all scholarship awarded to them. In order to receive half of the scholarship, they must attend at least 2 semesters at Texas Tech University. According to the new criteria in the Scholarship Office, all funds will be applied to the next semesters’ tuition and fees.

$10,000

$19,450

$40,000

$30,000

23,250.00

0$0

$5,000 $10,000 $15,000 $20,000 $25,000 $30,000 $35,000 $40,000 $45,000

2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008

History of Scholarship Funding

For the academic year 2007-2008 there were no scholarships offered as a result of a loss of funding. However, as a result of the receipt of a grant that was written to the TG Public Benefit Grant Program we will be able to provide scholarships once again during FY09. The grant funds in the amount of $30,000.00 will allow PEGASUS to provide 40 scholarships to TTU FGC freshmen in the amount of $750.00 each.


PEGASUS PARTICIPANTS

Characteristics The demographic characteristics for the initial 79, 2007-2008 PEGASUS Participants are as follows: Sex 40 (53%) Female 39 (47%) Male Ethnicity 33 (42%) White 38 (47%) Hispanic 5 (6%) Black 4 (5%) Other

42.00%38.00%

5.00% 4.00%

0.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%40.00%45.00%

White Hispanic Black Other

Ethnicity of 2007-2008 PEGASUS Participants

Participation Requirements

Participants were contacted and required to sign a PEGASUS Participation Agreement and commit to the following requirements in order to be eligible to compete for prizes:

1. Placement on a PEGASUS Peer FGC Team 2. Completion of the College Inventory online and meet with an advisor 3. Attendance of at least 2 PEGASUS P.O.W.E.R. Sessions per semester 4. Attendance of at least 2 study sessions per semester 5. Attendance of at least 1 PEGASUS FGC Social Event per month 6. Completion of at least 4 hours of PEGASUS sponsored Community Service

per semester 7. Attendance of two meetings a semester with a PEGASUS FGC Advisor


• For the fall semester 19 participants met all of the requirements, while others attended many events, they did not specifically meet these stated requirements

• For the spring 2007 semester 16 met all of the requirements, and once again while others attended many events, they did not specifically meet these stated requirements

Indicators of Academic Difficulty The PEGASUS Participants were given this survey and the information was analyzed by the PEGASUS Coordinator and Assistant Coordinator prior to their first meeting during the fall semester. The Retention Management System presented the following statistics on the PEGASUS Participants based on the College Student Inventory by Noel-Levitz. The national norm for these criteria of success is the 50th percentile.

61.40%

59.60% 59.50%

55.45%

58.00%

60.30%

52.00%53.00%54.00%55.00%56.00%57.00%58.00%59.00%60.00%61.00%62.00%

Desire to Finish College

Family Emotional Support

Attitude Towards Educators

Socialbility Social Enrichment

Intellectual Interests

• Students with High Dropout Proneness: 16% of the PEGASUS Participants this year

scored in the 65th percentile or higher. This suggests that they have some doubts about the value of a college education. It is important for these students to clarify their goals and objectives.

• Students Needing Academic Assistance: 23% of the PEGASUS Participants scored in the 65th percentile or higher. Supplementary information is necessary for these students including help with study habits, exam skills, writing skills and basic Mathematics.

• Students Who Need Social Enhancement: 30% of the PEGASUS Participants this year scored in the 65th percentile or higher. Supplementary information is necessary for these students including specific social activities, opportunities to meet new friends, and finding a mentor.

PO.W.E.R. (Positive Outcomes with Educational Resources) WORKSHOP SERIES

Based on the existing body of FGC literature and scholarship, PEGASUS designed and implemented a series of informational and skill-building workshops. This series was originally offered as four workshops per semester, for a total of eight per year in 2002-2003. This format


was begun again in Fall 2003; but, upon the addition of 20 new Scholars in Spring 2004, the full compliment of workshops was scheduled for the Spring 2004 semester. This pattern, then, has continued since the 2004-2005 academic year with slight alterations to the Spring topics and content as compared to the Fall workshop. In 2005-2006 PEGASUS changed the format of workshops from having fewer meeting times and more content to the model portrayed below, which consisted of having more workshops containing more concentrated information. Each workshop was offered 3 times during the fall semester and twice during the spring semester in an effort to allow students more access to them. In theory this should have been very effective at drawing attendance, however, it was found that workshops while informative, also are important for encouraging a sense of community for students participating in the program. This format was not conducive to instilling camaraderie of FGC’s as there were too many options for each workshop, thus fewer participants at each individual workshop. This is the reason for downsizing offered times during the spring semester and re-evaluation of the workshop schedule for the 2006-2007 academic year. This format was then continued into 2007-2008 and continues to be successful in introducing students to skills for success and resources on campus, and offers a sense of camaraderie and community atmosphere.

FGC Study Sessions This was a new component developed in 2005-2006 by the Mentor Community Service work team in an effort to reach out to FGC students on campus to support them in their academic pursuit. Our Peer Mentor team consists of many students who excel in their studies here at TTU and this is an excellent opportunity to give back. PEGASUS provides a room and study snacks for all those who attend. These were offered 3 times per month and 3-4 times prior to finals during the fall and spring semesters. Team Building Activities This was the third year PEGASUS has had the funding for many of these events. In years past the only three social activities were “The Welcome BBQ”, “Welcome Back Event” and “The Spring Banquet”. As a result of increased funding PEGASUS was able to offer more opportunities for social interaction among FGC’s on the TTU campus. These types of events are vital to fostering a sense of community among students and for gaining participation. They were well attended and advanced many strong relationships between members. Mentors and Participants rave of the relationships formed through PEGUSUS and many state that they have formed lifelong friendships. The PEGASUS Program participant evaluations list this component as the favorite. The following is a list of the social activities offered for FGC students at TTU.

o Annual Welcome BBQ o Mentor Match o Pizza Lunch Days o Bowling


o Corn Maize o October Bash o Winter Bash o Dead Day Luncheon o Welcome Back Event o Team Challenge o Stars-n-Stripes Drive-In o Game Day o Annual Spring Banquet

FGC Community Service/Outreach ACTT staff and FGC Peer Mentors provided mentoring and outreach to prospective and current FGC students and parents at the following events in 2007-2008. Some of these events are listed under other components in this reports, however, mentoring and outreach are considered to be important aspects of them. This is the rationale for also listing them under this section.

• PEGASUS “FGC Welcome BBQ” • Fall Texas Tech University Day • Spring Texas Tech University Day • Raiders Rojos Back to School Fiesta • 17 PEGASUS P.O.W.E.R. Session Workshops • 20 PEGASUS Social Community Building Events • 22 FGC Study Sessions • 4 Local High School Campus Visits • 6 TTU Campus Group Visits • 12 Texas Tech New Student Orientations • 5 Upward Bound Summer Bridge Events • 6 Boys & Girls Club Summer Events

• Community Service/Outreach for Fall/Spring o Plant the Seed

Boys-N-Girls Club- Weekly activities mentoring and fostering the goal of a college education with students form elementary to secondary levels.

TTU Campus Group Visits- Presentations to Junior High groups in partnership with TTU Admissions to encourage higher education for all students

LEARN- Presentations to Junior High LEARN students to encourage higher

education o PEGASUS Prep

Texas Tech University Days Provided information on PEGASUS for prospective TTU students and parents


Presentations about PEGASUS and Texas Tech, encouraging all students pursue education

• High School Campus Visits- Odessa High School’s GEAR UP II Program, Midland High School’s GEAR UP II Program

• Local High School FGC Clubs- Coronado High School, Lubbock High, Monterey High School

• Odessa College SSS Program Campus Visits Buckner’s Children and Family Services- PAL (Preparation for Adult

Living) Program- Bi-weekly meetings mentoring high school Foster Care Youth: Mentors and Participants talked about why it was important to them personally to pursue a higher education. Some of the areas that members focused on were budgeting, managing time, campus life, living on campus, and other issues that most first generation college students encounter. Members also engaged the foster care youth by asking questions and getting to know each foster youth. From our experience with the Foster care youth we noticed that there was a genuine interest in the PEGASUS program. Several students showed that they would like to know more about pursuing a higher education. The interaction between the PEGASUS members and PAL participants was very positive and hold a lot of potential to make a difference in the lives of all the parties that are involved.

Adopt-a-Family- • See write-up to follow

Hope Chest • See write-up to follow

• Community Service/Outreach for Summer:

o -Plant the Seed- Boys-n-Girls Club-

• “Ice Cream Socials”- activities mentoring and fostering the goal of a college education with students from elementary to secondary levels.

Raider’s Rojos- “Back to School Fiesta” -PEGASUS Prep-

Upward Bound- Mentoring Bridge Students to help their first experience in higher education to be a successful and fulfilling one.

• Team Mentoring Model- Students were placed on a team with a pair of mentors; competing for prizes based on participation in planned events, group games/challenges and time spent with Mentors.

New Student Orientation • FGC Peer Mentors for college sessions

o Mentoring of students from students who have been there.


• College Organizational Fairs o Inform students/parents of the benefits of the PEGASUS

program. • FGC Informational Sessions

o Provided up-close, personal information and stories of what it means to be FGC and how we can help.

• Student Organization Fair o Inform students of the PEGASUS program and recruit

members. The goals of these partnerships included providing outreach and college awareness to students and families, social and personal development activities for TTU FGC students. PEGASUS Service Project- “Adopt-a-Family” 2007 The PEGASUS Program completed the second annual “Adopt-a-Family service project this fall semester, collecting funds to adopt two families and provide them a Christmas they would not otherwise have had; two single mothers attending South Plains College were chosen. The collection process was a huge success. The week following Thanksgiving break students sat outside the student union building, for five hours per day to collect change from their peers. Efforts paid off; at the end of the week we raised a total of $584.10. Other donations for the project were collected at the PEGASUS Winter Bash from PEGASUS participants, and from a sorority that one of our Mentors is in. The grand total was $850.00. PEGASUS Mentors and Participants volunteered to do the shopping and purchase the gifts for the two mothers and their children. Shopping was done with suggestions from the mothers on types of things to purchase for their children, such as items to inspire artistic expression and themes items from Disney’s Cars, and Spiderman. The gifts for the mothers were functional but very nice. Typically, mothers who are in a situation of lower income may not receive gifts for holidays, as was stated by both when the gifts were delivered. PEGASUS Mentors and Participants had a wrapping get-together, preparing the gifts to be delivered. On Monday December 17th, 2007 Jodi Gonzalez, PEGASUS Coordinator, and Amanda Chapman, Community Service Program Assistant, delivered the gifts to two very grateful parents and children. One gift was opened by each family member at the time of delivery, and the look on the children's and mothers' faces were priceless. The following gifts were presented to the families: Family Gifts:

• Hewlett-Packard Digital Camera with 2 GB memory card • Voucher for a food box from South Plains Food Bank

o Contents of the Food Box: Ham or Turkey, Cranberry Sauce, Canned Green Beans, Corn, Asparagus and Peas, Canned Fruit Cocktail, Applesauce, Peaches and Pineapple, Fresh Grapefruit, Apples, Potato Flakes, Frozen Biscuits, Chicken Bites, Pizza, French Fries and Donuts, Pasta (elbow macaroni, egg noodles), Pasta Sauce, Evaporated Milk, 2% Milk, Cereal (Corn Flakes), Dried Fruit, Chicken Broth, Sodas


Family One: Mom Son (Age 5): Satchel Tote Bag Long Sleeve Shirt Abalone Flower Necklace Short Sleeve Shirt Pajama Pants Dress Shirt Slipper Socks Cars Hat and Glove Set DVD- You’ve Got Mail/ Must Love Dogs Tennis Shoes James Patterson Novel Cars Coloring Pillowcase Bath and Body Works Products: Color Wonder Set- Cars Lotion DVD-Road to El Dorado Body Spray Cars Lego Set Shower Gel Pajama Set Bubble Bath Lounge Chair Aromatherapy Soaps Piggy Bank with $7.00 in change Family Two: Mom: Boy (Age 3): Satchel Tote Bag Spiderman Activity Book Sterling Silver Heart Necklace Color Wonder Set Pajama Pants 8 Pack- Spiderman Game Set Slipper Socks Velcro Ball-Dart Set DVD- Kate and Leopold/ Serendipity/ Wimbledon Spiderman Bath Set Bath and Body Works Products: Khaki Pants Lotion Polo Shirt Body Spray T-Shirt Shower Gel Hot Hoops Basketball Game Bubble Bath Pajamas Aromatherapy Soaps Piggy Bank with $7.00 in change Boy (Age 6): Crayola Tools Combo Tray Color Splitz Art Set 148 Art kit Table-top Air Hockey Game Khaki Pants Polo Shirt T-Shirt Long Sleeve Shirt DVD- Little Rascals Pajamas Transformer Bath Set Piggy Bank with $7.00 in change Written By: PEGASUS Community Service Program Assistant- Amanda Chapman


TTU PEGASUS Program Service Project Hope Chest of the South Plains

Helping Foster Care Youth in Transition Spring, 2008

When Texas foster care youth graduate from high school or turn eighteen years old, they are required by law to provide for themselves. As foster care youth, they typically leave state support with their clothes, personal items, and limited state and federal funds if they are eligible. The TTU PEGASUS Program completed the first annual Hope Chest of the South Plains service project during the spring semester of 2008. PEGASUS students and staff were involved from the beginning in several ways. The results were a Celebration Luncheon in June where foster care graduates were presented with start-up items. BACKGROUND Foster care youth in the Lubbock area need household items as they transition out of the state’s care and live on their own without the benefit of a family to support them. In partnership with Justin Bagwell, founder of Hope Chest; Buckner Children and Family Services, which holds the contract for providing foster care in this region; and the Department of Child Protective Services, PEGASUS is sponsoring Hope Chest for the graduating seniors. WHY HELP Foster care youth of the South Plains are honored for their achievement of finishing high school despite their difficult circumstances. A Celebration Luncheon pays tribute to them, and the youth are presented with new household items to settle into their new living situations. They deserve new items for their new start: this is a life-changing transition for our foster youth, and they are encouraged to take advantage of an almost-free college education. LUNCHEON The guest speaker this year is Judge Richard Peet, a graduate of West Texas A&M, who grew up in the State of New York foster care system. He has been a county judge in Gray County for the last decade. During the Luncheon, graduating students will be presented with the items purchased through donations as well as a certificate from the Governor of Texas. The Celebration Luncheon will be held in the TTU SUB on Friday, June 6, 2008. PEGASUS INVOLVEMENT PEGASUS staff and members have been involved with this project for two years. The first year PEGASUS was involved as stakeholders assisting in planning and completing assigned tasks. This year PEGASUS has taken a more active role in assisting in coordinating the project: collecting and formatting print information, creating and documenting program files, assisting with the planning of the Celebration Luncheon, Program Assistants creating flyers and Mentors collecting $183 in donations by staffing a table outside the SUB. PEGASUS will continue to be involved in the years to come, taking the “lead” role of coordinating the project, hosting stakeholders meetings, and assigning tasks to be completed. The goal is to assist in having “Hope Chest of the South Plains” identified as a 501C(3) organization by 2009.


RESULTS OF THE PROGRAM Defining Populations Participants Participants this year were self-selected. The TTU PEGASUS Program was marketed to approximately 1200 FGC incoming freshmen. We received 250 applications to participate in PEGASUS and signed 79 participation agreements in the fall 2007, allowing us to place these students on a mentoring team and receive correspondence on how to participate in the program. These students sign a participation agreement stating that they agree to meet minimum participation requirements in order to be eligible to compete for individual and team prizes. Many students choose to participate in many activities, but do not meet each of the requirements. However, for those who do meet the requirements their statistics give the best indicator of the influence the program has on their success. Reports will be given on those that met the requirements for fall semester; spring semester; and combined. This will give testament to the effectiveness of the program to those who fully participated. Reports will also be given on the participant population as a whole, further attesting to the program’s success. Mentors Mentors are those FGC students who applied for and were selected to fulfill the responsibility of FGC Peer Mentor. Out of the 15 Mentors hired for the 2007-2008 academic year, almost half of these were returning Mentors or program participants and scholars. Thus, remaining a testament to the willingness of those who participate in the program to want to continue to give back what they have received through PEGASUS. Statistics will be given on Mentors as well. University As-a-Whole The University as-a-whole comprises all students at Texas Tech University, regardless of FGC status. This grouping provides some bench-mark for comparison of our other populations as this is more often than not the reference point for considering the influence the program has on student success. Data for this population is typically gathered from the University’s “Data Warehouse” which publishes cumulative data on the student population for a given academic year. Quantitative Results comparing FGC Students SAT/ACT PEGASUS Participants

1) The 2007-2008 PEGASUS Participants had an average ACT score of 23 – which is just below the University as-a-whole average of 24 – and an average, SAT score of 1034 – which is below the University as-a-whole average of 1131. This could be considered an indicator that they were not as prepared for college as the average Texas Tech student.


PEGASUS Mentors

1) The 2007-2008 PEGASUS Mentors had an average ACT score of 23 and an average SAT score of 1030. These are also below the University as-a-whole averages and could be considered an indicator that they were not as prepared for college as the average Texas Tech student and could also be a testament to the program’s success as many of these students participated first as scholars, or have been Mentors for multiple years.

High School Class Rank PEGASUS Participants

1) The average High School Rank for the PEGASUS Participants was within the top 20%. PEGASUS Mentors

1) The average High School Rank for the PEGASUS Mentors was within the top 42%. GPA PEGASUS Participants

1) Participants who met all of the participation requirements for the fall semester had an average GPA for fall semester of 3.2; and those who met the requirements for the spring semester had a GPA of 3.5 and combined freshmen year GPA of 3.3.

2) Participants overall had a fall GPA of 3.0, spring of 2.6 and cumulative of 2.8. Performed above the University average for freshmen (2.861) and FGC freshmen (2.793).

This is a testament to the influence for the program on its student’s success, as all of these students preformed above the universities freshmen cumulative grade point average of 2.6.

PEGASUS Mentors

1) Mentors who were first PEGASUS Scholars or previous Mentors had an average GPA

for fall of 3.4; spring was 2.9 and 3.2 cumulative GPA. 2) The 2007-2008 PEGASUS Mentor composite GPA was 3.1 for fall; spring was 2.9; and a

3.0 average cumulative GPA. This is also a testament to the influence for the program on its students’ success. Nationally, FGC students have historically performed below the average GPA of non-FGC populations, according to the National Center for Education Statistics (2.6 compared to 2.8).


Retention Rate PEGASUS Participants

1) Participants who met all of the participation requirements for the fall semester were retained for spring semester at 100%; and year one-to-year two at 95%.

2) Participants who met all of the participation requirements for the spring semester were retained for year one-to-year two at 100%.

3) Participants overall were retained for the fall semester at 98% and for year-to-year at 90%

PEGASUS Mentors

1) The Mentors who were first Scholars or previous Mentors were retained for spring semester at 100%; and at 100% for year-to-year at TTU.

2) The 2007-2008 PEGASUS Mentors were retained at 100% for spring semester; and 100% for year-to-year at TTU.

PEGASUS students are retained at rates higher the university population at large. The university retention rates of students for fall 2006-2007 were 80% for freshmen. The university retention rate as a whole for undergraduate students was 84%.


Quantitative Evaluation of PEGASUS POWER Sessions Fall 2007-Spring 2008

POWER Session 1- Fall: Get Involved Spring: Financial Aid & Scholarships

Scale

Very Satisfied 100

Satisfied 75

Dissatisfied 50

Very Dissatisfied 25

Sample Total- Fall: 0 Spring: 12 Fall Spring Mean Q1 n/a 98 98 Q2 n/a 96 96 Q3 n/a 94 94 Q4 n/a 98 98 Q5 n/a 94 94 Q6 n/a 88 88 Q7 n/a 100 100 POWER Session 2- Fall: Risky Business Spring: Career Center Sample Total- Fall: 16 Spring: 10 Fall Spring Mean Q1 100 100 100 Q2 95 100 98 Q3 83 75 79 Q4 89 90 90 Q5 94 98 96 Q6 81 93 87 Q7 83 100 92 POWER Session 3- Fall: Key Relationships Spring: Reality Store Sample Total- Fall: 8 Spring: 9 Fall Spring Mean Q1 100 92 96 Q2 97 94 96 Q3 81 83 82 Q4 94 97 96 Q5 97 94 96 Q6 84 100 92 Q7 100 97 99


POWER Session 4- Fall: Expanding

The College Experience Spring: Risky Biz. Sample Total- Fall: 4 Spring: 8 Fall Spring Mean Q1 88 100 94 Q2 100 100 100 Q3 56 78 67 Q4 88 97 93 Q5 81 97 89 Q6 81 94 88 Q7 94 100 97 POWER Session 5- Fall: Money Matters

Spring: Dreams/Visions Board Sample Total- Fall: 19 Spring: 0 Fall Spring Mean Q1 92 n/a 92 Q2 91 n/a 91 Q3 74 n/a 74 Q4 92 n/a 92 Q5 92 n/a 92 Q6 79 n/a 79 Q7 93 n/a 93 POWER Session 6- Fall: Class Scheduling

Spring: Impact Tech (STD’s) Sample Total- Fall: 0 Spring: 9 Fall Spring Mean Q1 n/a 97 97 Q2 n/a 94 94 Q3 n/a 83 83 Q4 n/a 100 100 Q5 n/a 94 94 Q6 n/a 94 94 Q7 n/a 92 92 POWER Session 7- Fall: Student’s Rights

Spring: Stress Management Sample Total- Fall: 16 Spring: 6 Fall Spring Mean Q1 92 100 96 Q2 95 100 98 Q3 69 79 74 Q4 88 100 94 Q5 88 100 94 Q6 77 100 89 Q7 89 88 89


Qualitative Evaluation of PEGASUS POWER Sessions Fall 2007-Spring 2008

Open-ended Response Questions Financial Aid & Scholarships, 1-22-08 8. What was the most meaningful part of the presentation? 9. What was the least helpful part of the presentation? 10. What did you like about the format of the presentation? 11. What aspect of the presentation made a positive impact on you? 12. What aspect of this POWER Session would you change to improve its impact on you? Career Center & Resume Building, 2-6-08 8. What was the most meaningful part of the presentation? 9. What was the least helpful part of the presentation? 10. What did you like about the format of the presentation? 11. What aspect of the presentation made a positive impact on you? 12. What aspect of this POWER Session would you change to improve its impact on you? Reality Store, 2-21-08 8. What was the most meaningful part of the presentation? 9. What was the least helpful part of the presentation? 10. What did you like about the format of the presentation? 11. What aspect of the presentation made a positive impact on you? 12. What aspect of this POWER Session would you change to improve its impact on you? Most Common Response Given Total # of Respondents: 12 8. Learning about financial aid. 9. Nothing, everything was helpful. 10. The handouts. 11. All of the information presented. 12. More detailed information about scholarships. Total # of Respondents: 10 8. The information about and samples of resumes. 9. Nothing, everything was helpful. 10. It was a casual, Q & A format and it was a comfortable atmosphere. 11. All of it, but especially the resume information. 12. Would not change anything. Total # of Respondents: 9 8. Seeing the difference a college education can make. 9. Nothing, everything was helpful. 10. It was not only informative, but also interactive and fun. 11. Seeing the costs of all the different things. 12. Would not change anything.


Quantitative Evaluation of PEGASUS POWER Sessions Fall 2007-Spring 2008

Scale for Q's 1, 6, & 12 Not at all Beneficial 1 Somewhat Beneficial 2 Beneficial 3 Very Beneficial 4 Extremely Beneficial 5

Q1: How would you rate your overall experience with PEGASUS? Sample Total: 22 Mean: 4.4

Q6: How beneficial were the PEGASUS events in facilitating member and mentor interaction and encouraging a sense of unity? Sample Total: 22 Mean: 4.3

Q12: How beneficial was having a peer mentor in helping you through your first year in college? Sample Total: 22 Mean: 3.7

Scale for Q2

Not at all Effective 1 Somewhat Effective 2 Effective 3 Very Effective 4 Extremely Effective 5

Q2: Please rank the following program components in their effectiveness in helping you to succeed in your first year of college.

Components Mean Sample Total: 22

Advising Services 4.2 Mentoring 4.2 Workshops 4.1

Social Events 4.3 Cmnty Srvc Events 4.2

Study Sessions 4.1


Scale for Q3

Not Applicable N/A Poor 1 Fair 2 Good 3 Good 4 Very Good 5

Q3: How would you rate PEGASUS on: Components Mean Sample Total: 22

Variety of Services Offered 4.5 Opportunities for Invlvmnt 4.5

Staff Knowledge/Proffessionalism

4.5

Staff Accessibility 4.6 Mentor Accessibility 4.4

Quality/Relevance of communications

4.8

Q4: At this point in your academic life, what are your five (5) most pressing concerns? Category # of Responses

Finance/Money Issues 16 Personal/Relationshp Issues 7

Time Management 14 Stress Management 8 Family Obligations 2 Family Problems 0

Lack Confidence/Self‐esteem 2 Develop Better Testing Skills 10 Overcoming Test Anxieties 8 Improving my Study Skills 10

IdentifyingService/VolunteerOpportunities 5 Developing Leadership Skills 5

Decide on a Major 4 Decide on Career Field 3

Getting More Involved in Campus Activities

9

MakeFriendsOnCampus 4 Other (specify) 1


Q5: Do you feel a sense of unity with the other members/mentors in the program? Sample Total: 22 # of "Yes" responses: 20 # of "No" responses: 2

Q7: Are you interested in participating in PEGASUS as a mentor? Sample Total: 20 # of "Yes" responses: 16 # of "No" responses: 4

Q9: How satisfied were you that you received adequate support from the PEGASUS Coordinators Jodi and Michael? If you were not satisified, how can this be improved?

Response Choice # of Responses Sample Total: 21 Dissatisfied 0

Less than Satisfied 0 Satisfied 2

Very Satisfied 19 Q10: How often did you meet with your peer mentor? Response Choice # of Responses Sample Total: 22

1x week 7 Every Other Week 5

Once a Month 4 > Once a Month 6

Q11: Did your mentor contact you on a weekly basis either by email, phone, or in person? Sample Total: 21 # of "Yes" responses: 15 # of "No" responses: 6


Qualitative Evaluation of PEGASUS Program Fall 2007-Spring 2008

Q1: How would you rate your overall experience with PEGASUS? Explain. Sample Responses:

1) The best experience ever, I have made a new family. 2) PEGASUS has helped me open up socially, and also provided a network of friends who

understand my situation. My Mentor always helped me on worries and bad situations. 3) This program helped me when I had no one else to turn to. 4) It got me out of my comfort zone and I got to make a lot of new friends. 5) Made me understand that I’m not alone in the challenges I went through.

Q6: How beneficial were the PEGASUS events in facilitating member and mentor interaction and encouraging a sense of unity? Explain. Sample Responses:

1) I love it, because my mentor has become my big sister. 2) I believe the PEGASUS events allowed everyone to take a break from school and hang

with fellow FGC students. 3) Mentors were always open to interacting with us and encouraged mentee interaction. 4) I made many of my closest friends through PEGASUS. 5) Our mentors always made us feel like we were all a big family.

Q7: Are you interested in participating in PEGASUS as a mentor? Explain. Sample Responses:

1) I am very interested with helping others transition into college as FGC students. 2) I feel I could help Lubbock FGCers, as a fellow Lubbock FGCS I offer understanding.

Also, I love helping people in any way I can. 3) I would like to give back what someone gave to me. 4) I’d love to be in PEGASUS again, I’d like to help students like me.

Q8: Why did you decide to participate in PEGASUS? Sample Responses:

1) Because I was alone first, with no FGCS friends. 2) My friend was in it and said how fun it was and I needed to get involved. 3) It seemed to be the best program for a First Generation College student, while promoting

community service, socials, and more. 4) I thought it would be a good support system from people in my situation. 5) They offered a lot of services I was interested in.

Q9: How satisfied were you that you received adequate support from the PEGASUS Coordinators Jodi and Michael? If you were not satisfied, how can this be improved? Explain. Sample Responses:

1) They always had time for the mentees. 2) They are both enthusiastic and always looking to promote PEGASUS’ services.


3) Michael was always friendly, and willing to talk to me on a one-on-one basis. Jodi was very good in offering academic advice.

4) They were very kind and understanding. 5) Michael and Jodi are awesome and always there if you need them.

Q12: How beneficial was having a peer mentor in helping you through your first year in college? Explain. Sample Responses:

1) She had more than likely dealt with issues I am currently dealing with and offered assistance and guidance.

2) They helped me through the whole new experience. 3) I learned a lot about college life from my mentor. 4) She was always there for questions, advice, and fun! 5) I got to know my mentor as a friend and outside PEGASUS events, and could go to her

for anything. Q13: Do you have any comments or suggestions concerning the peer mentoring experience? Include information on how you feel the mentoring component could be improved. Sample Responses:

1) Nothing! 2) N/A. I believe the peer mentoring was able to answer all my questions and concerns. 3) It is in tip-top shape to me. 4) Maybe have them get more involved. 5) More contact.

Q14: What activities and events would you recommend for socializing or connecting with other PEGASUS students? Sample Responses:

1) More game nights and maybe ice cream socials. 2) I would recommend a karaoke night. 3) Laser tag. 4) The Rec (more exercising activities). 5) Bowling.

Q15: What were your favorite PEGASUS sponsored activities and why? Sample Responses:

1) Dave’s Need for Speed. 2) Corn Maze and every event basically. 3) I really liked the Halloween party and Game Night. I felt like they were just a good time

for everyone. 4) My favorite was the Winter Bash because of the Carol of Lights. 5) The Boys & Girls Club because the kids were fun. 6) Skating. 7) Volunteer work.


Q16: Were you aware of when PEGASUS events were occurring? How do you think we can better market PEGASUS and what we provide for students? Sample Responses:

1) Very aware 2) Yes, I believe the emails were the best source of marketing. 3) Email us with more than one day in between events. 4) I think there could be posters and flyers around campus. 5) Yes. Email/Facebook. They were helpful reminders. 6) Yes. More information during NSO. 7) Yes, phone calls.

Q17: How might PEGASUS enhance its existing services? Sample Responses:

1) I believe that PEGASUS services are fantastic, if anything I wish there could be community service opportunities on the weekend.

2) Provide community service opportunities at many different places with different groups/companies/businesses.

3) Let sophomores stay in it. 4) Timing. 5) More social events. 6) More small get-togethers. 7) More help academically.


IMPLICATIONS AND SUGGESTIONS FOR IMPROVEMENT 2008-2009 Goals As the program continues to evolve and devolve with respect to funding and charges in populations/projects to serve, each year looks different. We are excited about how far we have come and the steps we are planning for the future program. Below are details of some of the struggles, as well as, achievements that will continue to play an important role in PEGASUS. FUNDING The PEGASUS Program continues to receive fluctuations in funding from year-to-year. If PEGASUS is to be successful in the future, the program must be supported at the same or increased levels. Much of 2008-2009 will be spent searching for and securing new funding sources. COORDINATION The Program Assistant model for PEGASUS continues to be successful, and was imperative for the continued success of the program in relation to the staff turnover that plagued the program again this year. This model will be continued in the year 2008-2009. We will also consider implementation of adding two seasoned Mentors to act as floaters to assist the increased number of Mentors that the program will employ for FY09 as a result of additional grant funds. This will be the pilot of utilizing student Mentors in this way. In order to facilitate more collaboration with faculty and staff on campus we are considering reaching out to the TTU Faculty and Staff, seeking PEGASUS Partners. We hope to be able to do more outreach on campus this way and get more buy-in from the faculty and staff. We encourage referrals to the program, and would like to develop an early alert system to allow us to reach out to those FGC students who are struggling to offer our support and services. COMMUNICATION Each year we struggle with effective ways to reach out to FGC students on campus. We have continued to find that using email and flyers are not the most effective forms of communication to FGC students on campus. For the next year we look to find ways to improve upon this and are planning to attend more campus sponsored events and continue improving our PEGASUS website, and have begun creating a PEGASUS newsletter in an effort to gain the attention of FGC students who are lost, overwhelmed and are seeking a connection to TTU. After all, this is our mission. PARTICIPANTS Membership in the PEGASUS Program will continue to be self-selected, and participants will compete for scholarships and prizes based on participation. PEGASUS has adopted an open membership approach and will be working to recruit 150 participants. We will continue to offer


a membership card to participants to help them feel a connection to other FGC students, the PEGASUS Program and to Texas Tech University. We will continue to utilize the new t-shirt design and continue to have every Friday be t-shirt day. This year was the pilot of the “Students Who Soar” recognition program. PEGASUS facilitated this by allowing Participants and Mentors to nominate each other via our website. Students were then recognized at the end of each semester with a certificate and small prize. This was encouraged as a way to celebrate the accomplishments, and dedication of our students. This fun project will also be continued in 2008-2009. MENTORS Another key component of the PEGASUS Program will be continued in the next academic year. The mentor team model that we used this year was one again very successful and this will be the model that we continue to use and hope to be able to recruit and support more FGC students in the next year. The mentor team model consists of a group of Mentees assigned to a pair of mentors, these teams will complete for points based on participation and prizes and scholarships awarded at the end of the each semester. Facilitation of placing Mentees will take place in a group social setting to encourage attendance and avoid intrusive or uncomfortable situations that we encountered this year in trying to have mentors contact Mentees and set up private meetings with them. Offering formal Mentor Training is another goal of PEGASUS for 2008-2009. We began offering this during 2007-2008 and will continue to look for ways to improve on this. A formal Mentor Training module will be developed and retreats will hopefully be planned to facilitate this for 2008-2009, depending of course on available funds. A series of Professional Development Series of workshops for Mentors will also be planned in order to aid in Mentor professional development and will contain topics of interest and pertinence to upper-class students to prepare them for what comes next after undergrad studies. This was done to some extent this past academic year but usually on more of a one-to-one basis. SCHOLARSHIPS Nearly each year the program has existed, PEGASUS has increased the amount of the FGC Scholarship. For 2007-2008, we were unable to provide scholarships due to a lack of funding. For 2008-2009 we look forward to implementing this important resource for FGC freshmen at TTU and will offer competitive scholarships based on participation in the program. This has not yet been done throughout the history of the program scholars were selected at the beginning of the fiscal year with the hopes that they would participate and meet the requirements for the scholarship. Scholarships will be given out at the end of the semester in the amount of $750.00 each, with the possibility that a student could earn $1500. 00 in scholarships during the academic year, that would allow them to receive the added benefit of priority registration. For out-of-state students, this amount also waives out-of-state tuition. WORKSHOPS The workshop schedule will be evaluated in the form of topic and frequency offered. This will be done in order to cover topics that have been gathered throughout the year from students about


what they feel is beneficial and what topics we are lacking that are important. The times and frequency of offered workshops may also be changed. COMMUNITY SERVICE/OUTREACH A community entity was adopted again this year in order to better give FGC students the opportunity to give back. The students have always enjoyed these types of activities and will continue to make it an official mandatory component of PEGASUS. Participants will agree to complete 4 hours of service per service in order to meet their participation requirement, and will earn points for themselves and their mentoring team in the process. We will look to adopt the Lubbock Boys-n-Girls Clubs and Buckner’s Children’s Home Seniors Program and have spoken with them about opportunities to volunteer for scheduled events that they have throughout the year.



I. APPENDIX

A. Participant Data

B. Mentor Data

C. Mentor Hourly Payroll

D. Mentor and Member Biographies

E. Supporting Documents

1. Participant Contract 2. Students Who Soar Nomination Page 3. Working with Foster Care Youth Training Materials 4. Outreach Contact Sheet 5. Mentor/Member Contact Form 6. POWER Session Evaluation 7. PEGASUS Program Evaluation 8. Fall Calendar 9. Spring Calendar

Last Name First Name HSRank % HSGPA ACT SATv SATm SATc MAJOR STATUS AHRS EHRS FallGPA Ret'd Spring AHRS EHRS SpringGPA Ret'd Fall CUMGPA sex ethnicityAaron Brittany 257/570 45 3.10 19 440 490 930 MD S FR 12 12 2.000 Yes 13 13 1.923 yes 1.962 F W

Alford Leah 48/597 8 3.35 25 550 540 1090 MBIO SO 16 48 2.800 Yes 16 6 0.923 yes 2.103 F B

Aparicio Lesly 50/100 50 3.35 24 620 520 1140 PMED SO 14 54 3.062 Yes 18 31 3.111 yes 3.031 F H

Barnes Rashard 64/442 14 3.32 18 410 500 910 PFP SO 12 9 2.666 Yes 15 12 3.000 yes 2.888 M B

Benavides Griselda 34/762 4 3.60 23 530 610 1100 BIOL SO 14 33 3.357 Yes 13 13 3.076 yes 3.222 F H

Benavides Monica 7/59 12 3.92 530 610 1140 PMED FR 16 15 2.200 No F H

Bradford Scott 7/129 5 3.65 33 G ST SO 16 15 1.916 Yes 15 9 1.5 no 1.708 M W

Brannen Angela 17/384 4 3.85 530 630 1160 I D FR 15 18 3.600 Yes 18 18 2.666 yes 3.09 F W

Briones Arizela 66/461 14 3.38 630 590 1220 PLAW FR 16 16 4.000 Yes 15 15 3.200 yes 3.612 F H

Candler Matthew 20/108 9 3.53 28 670 650 1320 ASUD SO 15 15 3.400 Yes 15 15 3.333 yes 3.366 M W

Carmona LeAnn 221/463 48 2.90 23 440 540 980 PMED FR 16 16 2.875 Yes 15 15 3.600 yes 3.225 F H

Chinnaswamy Nagesh 237/655 36 4.00 570 680 1250 BIOL FR 14 8 0.857 Yes 15 4 0.363 no 0.760 M O

Chui Jeffrey 68/322 21 3.60 25 510 580 1090 RHIM FR 14 14 3.285 Yes 13 13 2.769 yes 3.037 M O

Costilla Gabriel 11/368 3 4.00 23 570 610 1180 ENGL SO 16 15 3.800 Yes 15 15 3.8 yes 3.800 M H

Davis Cullin 123/448 28 3.40 640 600 1240 PLAW SO 17 51 3.529 Yes 15 3 0.2 yes 1.968 M W

DeLeon Irene 133/461 29 3.82 520 560 1080 ASUD FR 15 12 3.250 Yes 16 16 3 yes 3.107 F H

Elstad Christopher 331/812 41 3.27 480 550 1030 ASUD FR 16 13 1.437 Yes 12 12 3 yes 2.107 M W

Epperly Angeleyna 50/100 50 2.25 470 460 930 ARCH FR 12 12 2.500 Yes 16 13 2.062 yes 2.357 F W

Espino Orlando 33/200 16 3.55 19 410 530 940 SPAN JR 16 19 2.687 Yes 17 17 3.647 yes 2.580 M H

Favela Carlos 50/471 11 3.40 19 470 510 980 ASUD SO 16 32 2.875 Yes 14 11 2.428 yes 2.666 M H

Flores Kiana 20/374 5 3.92 18 410 500 910 ARTU FR 16 19 2.687 Yes 12 12 3.5 yes 3.035 F H

Fondrick Jason 47/265 18 3.49 20 380 470 850 PPHT FR 15 15 3.000 No M W

Gaitan Kayla 53/264 20 3.70 23 570 460 1030 POCP FR 15 15 3.600 Yes 15 15 3.6 yes 3.600 F H

Garcia Jessica 3/046 7 4.00 25 ANTH SO 15 15 3.200 Yes 16 13 3 yes 3.107 F H

Garcia Mariana 76/267 28 3.30 21 450 470 920 ESS FR 19 12 2.250 Yes 16 16 1.937 yes 2.161 F H

Garza Angela 139/675 21 3.60 480 510 990 BIOL SO 15 15 3.266 Yes 14 14 3.285 yes 3.328 F H

Gonzales Elizabeth 15/91 16 3.94 560 580 1140 COBA FR 15 15 3.000 Yes 15 15 3.6 yes 3.300 F H

Gonzalez Jesus 298/532 54 3.15 23 560 500 1060 E E FR 14 14 2.642 Yes 12 0 0 no 0.960 M H

Hinojosa Stephen 298/532 66 2.83 23 560 500 1060 ATMO FR 14 14 2.642 Yes 12 12 2.833 yes 2.730 M H

Gorcie Tonirae 37/186 20 3.30 21 360 500 860 PNUR FR 16 13 3.846 Yes 15 15 3.8 yes 3.718 M H

Huffstuttler D'Lisa 84/555 15 3.90 22 540 520 1060 GEOG SO 18 18 3.666 Yes 16 16 3 yes 3.352 F W

Huynh Lam 33/643 5 3.78 500 680 1180 COBA SO 14 25 2.500 Yes 13 13 3.076 no 2.777 M O

Kitts Melissa 109/270 39 3.15 610 640 1250 P R SO 13 10 3.300 Yes 15 12 3 yes 3.136 F W

Klaja Richie 15/471 3 4.00 540 620 1160 ARCH FR 12 15 3.000 Yes 16 16 3.25 yes 3.250 M W

Kriegel Lauren 404/843 48 3.11 24 COBA FR 16 16 2.750 Yes 16 16 2.187 yes 2.468 F W

Lopez Brenda 3.40 21 510 520 1030 COBA FR 14 17 3.357 Yes 16 32 3.187 yes 3.266 F H

Lopez Cynthia 64/322 20 3.80 23 540 720 1260 ARTU SO 14 24 2.454 Yes 16 13 2.461 yes 2.518 F H

Lucero Chase 364/702 52 3.24 430 520 950 COBA SO 12 28 4.000 Yes 15 15 4 yes 4.000 M H

Macias Francisco 174/370 47 3.02 M E PLAW FR 16 19 0.692 Yes 14 0 0 no 0.409 M H

Mares Jenifer TR 460 450 910 ASUD FR 12 8 2.375 Yes 12 0 Withdraw n yes 2.642 F H

Martinez Eric 95/471 20 3.40 380 370 750 ARBA FR 15 15 2.000 Yes 15 9 1.75 yes 1.888 M H

Martinez Laura 16/161 10 3.38 ASUD FR 15 6 1.666 Yes 13 29 2.615 yes 2.320 F H

Morales-CurtisMelissa 008/049 16 3.58 PMED SO 15 21 3.066 Yes 17 9 0.705 yes 1.812 F H

Murguia Andres 003/058 5 3.84 26 630 670 1300 HIST SO 16 16 4.000 Yes 16 16 4 yes 4.000 M H

Nelson Bryant 004/074 5 3.76 550 540 1090 C S SO 14 25 4.000 Yes 16 16 4 yes 4.000 M W

Ordonez Jacqueline 288/559 52 2.95 20 550 590 1140 PMED FR 16 12 2.250 Yes 16 16 2.687 yes 2.517 F H

Osborne Ashley 250/829 30 3.80 550 600 1150 NS SO 14 14 3.142 Yes 13 13 3 yes 3.074 F W

Outlaw Jordan 12/155 8 3.43 30 500 450 950 PPHT SO 15 18 3.666 Yes 16 16 3.625 yes 3.709 F W

Pantoja Carlos 47/397 12 3.50 21 470 480 950 ARCH FR 12 12 3.500 Yes 13 13 3 yes 3.120 M H

Reyes Erica 72/409 18 3.60 20 570 580 1150 C E FR 15 18 4.000 Yes 12 0 0 no 0.083 F W

Richardson Kelly 11/528 2 3.38 640 630 1270 PMED SO 15 18 4.000 Yes 16 16 3.812 yes 3.903 F W

Riccardi Megan 74/427 17 3.80 33 400 440 840 COBA FR 14 16 1.000 Yes 16 13 2.846 yes 2.217 F W

Rodriguez Rosevelia 010/085 12 3.30 18 540 510 1050 ESS SO 13 13 2.153 Yes 17 17 2.47 yes 2.333 F H

Rogillio John 053/278 9 3.37 490 460 950 ENGL FR 16 16 3.500 Yes 16 16 3.625 yes 3.562 M W

Romero Luis 263/544 48 3.30 390 420 810 PLAW FR 16 16 3.812 Yes 16 16 3.437 yes 3.625 M H

Ruiz David 090/528 7 3.55 PPHT FR 16 16 3.187 Yes 16 16 2.687 yes 2.937 M H

Ruiz Yasmin 023/583 4 6.37 600 500 1100 COBA SO 13 29 2.538 Yes 13 29 2.538 yes 2.689 F H

Salazar Elliot 071/461 15 3.65 24 550 540 1090 ARTU FR 13 22 3.769 Yes 15 15 3.4 yes 3.571 M H

Saunders Sarah 017/438 4 3.65 500 520 1020 G ST JR 15 9 3.666 Yes 12 12 3.25 yes 3.541 F W

Sisk Kayla 161/675 24 3.60 23 530 500 1030 C E SO 16 13 2.615 Yes 18 15 2 yes 2.442 F W

Smith Aaron 195/427 46 3.00 23 480 590 1070 ASUD FR 17 14 3.357 Yes 14 14 2.928 yes 3.032 M H

Smith Jacob 85/457 19 3.30 20 550 480 1030 ESS FR 16 11 4.000 Yes 16 13 3.692 yes 3.862 M W

Smith Matthew 010/047 21 3.80 COBA SO 14 14 3.071 Yes 17 17 3.823 yes 3.483 M B

Stacey Katherine 076/533 14 3.97 26 470 510 980 PNUR FR 16 18 3.769 Yes 16 16 3.625 yes 3.625 F W

Stephens Matthew 029/410 7 3.47 510 520 1030 COBA FR 15 15 4.000 Yes 16 16 3.812 yes 3.903 M W

Stevens Amber 148/533 28 3.58 440 390 830 PNUR FR 17 13 2.769 Yes 16 16 1.562 no 2.166 F W

Strong Amber 046/183 15 3.77 440 390 830 ESS FR 17 14 2.285 Yes 12 12 2.5 yes 2.448 F W

Stuart Jessica 100 23% 3.50 23 490 510 1000 MD S FR 16 16 3.812 Yes 19 19 3.842 yes 3.828 F W

Swick Tara 14 2% 3.83 23 450 420 870 MD S JR 30 80 3.400 Yes 15 15 3.2 yes 3.300 F O

Tang Jennifer 270 32% 3.95 23 520 690 1210 CHEM FR 30 15 4.000 Yes 16 16 4 yes 4.000 F W

Taylor Ashlee 7 9% 3.58 510 580 1010 PMED FR 29 25 3.769 Yes 16 12 4 yes 3.880 F W

Tims Jeremy 146 47% 3.47 600 560 1160 COBA FR 33 13 3.538 Yes 17 14 3 yes 3.259 M W

Tompkins Elizabeth 98 19% 3.78 25 PNUR FR 32 16 4.000 Yes 16 16 4 yes 4.000 F W

Trevino Brian 37 7% 3.90 19 410 580 990 BIOL SO 25 37 2.250 Yes 14 8 1.214 yes 1.692 M H

Tubb Krista 6 9% 4.00 24 450 450 900 C E FR 28 29 1.846 Yes 12 9 2.333 yes 2.080 F W

Vega Jose 106 29% 3.82 14 420 510 930 PDEN FR 27 24 2.785 Yes 13 13 3 yes 2.888 M H

Vogt Jonathan 43 7% 3.96 460 480 940 HIST SO 27 35 3.538 Yes 14 14 2.428 yes 2.962 M W

Washington A.J. 168 36% 3.66 14 360 350 710 E E FR 36 21 2.571 Yes 15 12 2.25 yes 2.454 M B

Wiggins Shamonica 44 26% 2.88 460 430 890 JOUR FR 27 11 1.117 Yes 13 3 0.857 no 1.041 F B

18.21 3.52 22.55 504.4 531.45 1033.6 FR=48=60% 17 19 2.984 98% ret'd % ret'd 2.852 F=40=53% W= 33=42%

79 Participants for Fall SOPH=28=36% M=39=47% H= 38=47%

Retained semester to semester= 98% JR=3=3% B=5 =6%

Retained for Fall= 90% SR=0 O=4=5%

GPA Average Fall Semester= 3.0 GRAD=0

GPA Average Spring Semester= 2.63GPA Average Cumulative GPA= 2.8519 Met all requirements for Fall:Retained semester to semester= 100%Retained for Fall= 85%GPA Average Fall Semester= 3.2

GPA Average Spring Semester= 2.8GPA Average Cumulative GPA= 3.016 Met all requirements for Spring:Retained for Fall= 100%GPA Average Spring Semester= 3.5GPA Average Cumulative GPA= 3.4

Retained for Fall= 93% 30 Fall signed agreements for Spring

Last Name First Name HSRank % HSGPA ACT SATv SATm SATc MAJOR STATUS AHRS EHRS FallGPA Ret'd Spring AHRS EHRS SpringGPA Ret'd Fall CUMGPA sex ethnicityBates Destinee 35/503 7 3.83 26 ADM SO 12 12 2.250 Yes 15 15 3.600 yes 3.169 F W

Calihan Joseph 194/207 94 1.66 20 470 370 840 C&MB SR 10 3 4.000 Yes 17 10 4.000 yes 2.946 M W

Cantrell Lance 58/300 19 3.50 25 510 510 1020 HIST SO 15 9 2.000 Yes 15 12 1.600 yes 1.949 M W

Chapman Amanda 37/348 11 3.50 590 580 1170 ANTH JR 14 14 3.785 Yes 14 14 4.000 yes 3.802 F W

Dominguez Vanessa 23/60 38 3.91 15 S W SR 12 12 3.250 Yes 12 12 3 Grad 3.366 F H

Dominguez Xavier tr 440 490 930 C E SO 13 4 0.461 Yes 16 16 2.75 yes 1.724 M H

Duncan Ashley 8/146 5 3.45 29 GTMP G 15 15 3.800 Yes 3 0 0 Grad F W

Evetts Tiffany 24/203 12 3.79 28 590 570 1160 G ST SR 17 17 3.000 Yes 15 15 4 yes 3.227 F W

Guardado Ariela 3.94 P R SR 15 15 3.200 Yes 12 12 2.500 yes 2.85 F H

Kietzke Krista 124/500 25 3.67 23 NURS SR 12 12 3.250 Yes 12 12 3.75 Grad 3.358 F W

McCorvey Ebonee 92/451 20 3.58 540 540 1080 BICH JR 17 13 3.230 Yes 17 14 2.352 yes 3.081 F B

Shook James 65/407 16 3.50 24 MIS SR 16 16 3.812 Yes 12 12 4 yes 3.673 M W

Tuttle Shannon 11/109 10 3.25 540 540 1080 POLS SR 13 13 4.000 Yes 12 12 3.75 yes 3.866 F W

Vallejo Montserrat 145/526 28 N/A 21 480 470 950 CHEM SR 15 15 3.600 Yes 18 18 3.444 Gad 3.406 F H

Whitley Mahogany 31/459 7 N/A 23 510 530 1040 C&MB SO 15 15 2.600 Yes 16 7 1.375 yes 1.967 F W

42 3.46 23.4 519 511 1030 SOPH=4=28% 14 12 3.083 100% ret'd 14 12 2.941 % ret'd 3.027 F=11=73% W= 10=67%

Retained semester to semester= 100% JR= 2=13% M= 4=27% H=4= 27%

Retained for Fall= 100% SR=8=53% B=1=6%

GPA Average Fall Semester= 3.100 GRAD=1=6% O=0 %

GPA Average Spring Semester= 2.941

GPA Average Cumulative GPA= 3.03

Previous participants as Schoalrs/Members:Retained semester to semester= 100%

Retained for Fall= 100%

GPA Average Fall Semester= 3.400

GPA Average Spring Semester= 2.941

GPA Average Cumulative GPA= 3.03

PEGASUS- Mentor Data for 2007-2008 Fall Spring

Mentor Hourly Payroll (Fall 07-Summer 08) Category Hours Charged Amount Paid Other 1595 $1602.00 Office 774 $5418.00 Mentor Time/In person 300. 8 $2105.60 Mentor Time/Other/Phone/Email 74.75 $523.25 Participation Social 284.8 $1993.60 Power-Up 102.8 $716.10 Outreach/Community Service 198.2 $1387.40 Study Session 147 $1029.00 Professional Development 230.3 $1612.10 Total s 3707.65 $25,953.55 Project Hours Hours Charged Amount Paid______ Upward Bound 109.5 $766.50 Hope Chest 118.3 $828.10 Boys-n-Girls Club 107.8 $754.60 NSO Dept.. Fair 58.5 $409.50 NSO FGC Info. Session 54 $378 Totals 448.10 $3136.70___ TOTAL 4155.75 $29,090.25

PEGASUS Former Mentor and Banquet Guest Speaker Name: Lakysha Kyshonn Mosley Home Town: Corpus Christi, Texas Barriers • FGC: Yes • Single Parent: Yes • SES: Low • Disability: No • First Language: English

Parent Educational Level: High School Financial Support: Very Little Place of Birth: Corpus Christi, Texas High School: Foy H Moody High Entrance Exams: ACT 15 and SAT 950 High School Class: 25/350 Degrees: Two Bachelor of Science Degrees Major: Chemical Engineering Minor: Mathematics Major: Microbiology Minor: Chemistry “Sometimes you have to walk alone: Only then can you learn to trust your own senses and make your own decisions. You build confidence in yourself as well as strength to endure the journey.”

High School High school was truly a fun and exciting time. Graduating in the top 10% of my high school class, my standardized test scores did not predict my academic abilities and motivation. I participated in 5A varsity track and field where I lettered all 4 years, varsity basketball (3 yrs.), cross country (2 yrs.), and was a member of Mu Alpha Theta, French Club, National Honor Society, Key/Kiwanis Club, and the Academic Decathlon. I volunteered for the Special Olympics, Food Bank, Senior Citizens, Day Care, and coached Little League Girls Basketball. My success in high school made me a sought after applicant for TTU. Texas Tech University While at Texas Tech, I was a member of Alpha Lambda Delta Honor Society, Phi Eta Sigma Honor Society, National Society of Black Engineers, Alpha Phi Omega, American Institute of Chemical Engineers, Society of Women Engineers, the American Society of Microbiology, and Tech Tutors. For the College of Engineering, I was a mentor in the BRIDGE program for entering engineering students and an Engineering Ambassador. I was a National Science Foundation Recipient, NSBE Torch Bearer, and received the SBC Foundation 2001-2002 Scholarship Award. To balance the academic rigors of my undergraduate career at Texas Tech, I participated in Intramural Flag Football (Women and Co-Ed), Intramural Basketball, and was on the TTU Women’s Club Rugby and Soccer teams. I served as a tutor for TTU students, TTU student athletes, and students throughout LISD. In addition I volunteered for Wheatley Elementary as an after-school teacher and recreation coach. I interned with bp (formerly known as BPAmoco) during the summer of 2000 and later went on to do cooperative education with ConocoPhillips (formerly Phillips 66 Petroleum) the summer of 2001 and spring of 2002. I was also a successful TTU McNair Scholar. I will soon have a published article in the American

Society of Microbiology Journal this summer of 2008 for the undergraduate research I did on multi-drug resistance (MDR) extrusion pumps in gram-negative bacteria under Dr. Joe Fralick. TTU PEGASUS Program At Texas Tech, the TTU PEGASUS Program has always been a special program to me. I am truly honored to be selected as “the face of the PEGASUS Program” to market the services to others. As an active PEGASUS Mentor for FGC students at TTU, I participated in activities such as Take A Kid to a Game, the mentoring program with the Boys N Girls Club, and enjoyed social events such as ice skating and hockey games. Of special note, I helped build a library for an after-school program at the Boys N Girls Club. Through PEGASUS, I learned that what I do makes a direct impact on those around me. I learned that being a mentor means being a friend, an example, a confidant, a helping/guiding hand, and sometime a much needed ear or shoulder for those that need it. Life after Graduation Upon graduation from TTU, I began work with Halliburton Energy Services (2006-present) in the BAROID Division. I have held two positions. As a Field Service Representative, I am in charge of fluid performance and maintenance while drilling for natural gas/crude oil. My duties include daily tracking of chemical inventory and bookkeeping, daily drilling fluid reports, ordering chemicals and supplies, testing drilling fluid and providing 24 hour service for customers. As an Environmental Compliance Specialist, I monitored, evaluated, and documented the performance of solids control equipment. My duties included reporting waste volumes discharged to the environment, carrying out testing procedures on drill cuttings (daily and weekly), sample analysis and ensuring environmental compliance with all mandatory federal regulations offshore in the Gulf of Mexico. Success As a former FGC student from a low income background, I measure success by surviving and overcoming personal obstacles head on. I find myself smiling often, being wiser overall and still struggling with self-assurance at times. I strive to stay humble and gracious, respectable and respectful, honest and open-minded, and loving. Perhaps what I take pride in most is that throughout all that I have been through, I have been consistent and unwavering in my principles, faith, and morals, and have stayed true to myself. I know I still have so much to learn and to grow, so much to see and do. My success is in knowing that I still have more life to live and more time to grow: I am a great work in progress. Future I feel my future is bright on both the professional and personal levels. Professionally, I plan to work in the Oilfield Industry for a few more years and may become a technical representative or do technical sales. I am also looking into other engineering options: environmental engineering, food processing, refining, or manufacturing. Medical research and working for the CDC have always been a dream of mine in addition to possibly pursuing a Masters in Bacterial Pathogenesis. One should know that you’re never too old to learn new things and that your life is limitless. We are not confined to doing just one thing, are not measured by just one title, and we are not limited to just one word to define us in life. Personally, I plan to continue playing rugby with the Houston Athletic Club team and will possibly try out for the Women’s Select team that travels throughout the USA. I want to always be an active community service volunteer as well as an active member in professional organizations. But on a more intimate level, I look forward to a beautiful and interesting marriage to Christopher Charles Dennis. I desire nothing more than to be a great wife and mother, possibly adopting a child after having our own. One of our long term goals is starting a business and traveling with our children.

PEGASUS Mentor and Program Assistant Name: Shannon Tuttle Home Town: Kingsland, Texas

Barriers: First Generation College: Yes—first out of entire extended family to pursue education beyond high school

Disability: None First Language: English

Parent/Guardian Educational Level: Mother and Father both have High School Diploma Financial Support: Primarily financially independent: works full-time, receives student loans, educational grants and some scholarships, parents provide occasional financial support when possible

Background: Place of Birth: Austin, Texas High School: Llano High School

Entrance Exams: SAT, Verbal=540, Math=540, Total=1080 High School Graduating Class: #11 out of 106 Degrees: Bachelor of Arts in Political Science Minor: Spanish (Graduated: May 2008)

Current: Master of Arts in Spanish Literature Double Minor: Applied Linguistics & French

“My main goal in life is to lead by example; in order to do so I share my failures with others as equally as I share my successes because I believe that there is

valuable information to be gained from each of these.”

• History as FGC Student at TTU: My first two years as an FGC Student at TTU were tough; I made a lot of mistakes due to my lack of knowledge regarding college life and the fact that I had no one in my family to ask for help. My parents and my entire family have always been extremely supportive of my goals and have done whatever they could to help out, but the bottom line is that I was basically “on my own” when it came to figuring out how to survive in college. The Financial Aid application process was probably my biggest obstacle as an undergraduate student since I had no idea how to start the process as a freshman, and then I had no idea that I had to reapply every year after that. As a matter of fact, I was dropped from all of my classes “due to non-payment” my sophomore year because I did not know that I had to re-submit the FAFSA each year, which makes complete sense now but just exemplifies how clueless I was. Even before I came to TTU I had obstacles to overcome simply because I was from a small town where few students went on to pursue a college degree, and even the students who did go on to college were not FGC students but instead they were from families with at least two or three generations of college graduates. Therefore, some of the staff and faculty at my high school were encouraging me not to pursue a college degree because they felt I would not be able to handle it. Luckily, I did not listen and I came to TTU where I did in fact have a difficult time adjusting. However, I managed to make it to my senior year and will be graduating with Magna Cum Laude status in May this year and I can say without a doubt that I would not have accomplished this if I had not stumbled upon the PEGASUS Program.

• History of participation in the PEGASUS Program and how the program has benefited you: I began participation in the PEGASUS Program in the middle of the spring semester of 2005 as a result of an article I had read in the TTU newspaper which mentioned the program. The article explained what the

program did and that first-year FGC students could greatly benefit from the program. Although I was already in my second year at Tech I decided to go by and talk to the program’s coordinator to see if I could volunteer my time as a Mentor to other FGC students since I knew exactly what it was like to be a first-year FGC student feeling completely lost and alone on a huge campus. As a result of that meeting I immediately began working as a Mentor for the program and have done so every semester since then with only one exception (the fall semester of 2006 I lived and studied in Seville, Spain and was therefore unable to Mentor that semester). Even though I have never participated in the program as a member I have still gained valuable information about how to navigate a large university system and survive college life as an FGC student. In fact, I continue to learn things from the students I mentor almost every day. The things that PEGASUS has taught me—about college, communicating with others, personal professional development, and most of all myself—will undoubtedly help me succeed no matter where my life may take me after college.

• Other activities, awards at TTU: During my time as an undergraduate student at TTU I have also participated as a member of various other programs/organizations: NSCS: The National Society for Collegiate Scholars, GKI: The Golden Key International Honour Society, UMI: Unidos Por Un Mismo Idioma (the Spanish-Speaking Society at TTU), The Spanish Club (student/faculty organization within the TTU Spanish Department), The Global Enthusiasts—I was the founding President of this student organization—which was formed as a way for students and faculty to discuss international issues of any sort and provide a forum for the general student population and greater community to become aware of these issues (since the founding in spring 2006 the organization has changed names), and The Honor Society of Phi Kappa Phi. Also, I was awarded a competitive scholarship through the TTU International Cultural Center for the fall semester of 2006 and an additional need-based scholarship during the same semester (both of which are awarded to students participating in one of the TTU Study Abroad Programs). I was placed on the Dean’s list for the following semesters: Fall 2003, Fall 2005 and Spring 2008, and on the President’s List for the following semesters: Fall 2006, Spring 2007 and Fall 2007.

• Future plans: I managed to survive the GRE and the graduate school application process, and I will begin the fall semester of 2008 as a graduate student in the Spanish Department at TTU. I plan to pursue a Master of Arts in Spanish Literature with a minor in Applied Linguistics. Upon completion of my Master’s Degree I plan to attend law school although I am not yet sure where I will apply. After law school I would like to work my way into a career in International Law and possibly work within the United Nations Organization at some point. After this, I would like to return to Texas and begin work as a litigation lawyer. As such, I would like to work with battered and abused spouses and focus my law practice in regions with Hispanic-Americans who speak little to no English.

PEGASUS Scholar, Mentor and Program Assistant Name: Krista Kietzke Home Town: Albuquerque, NM Barriers: First Generation College: Yes

Disability: None First Language: English Parent/Guardian Educational Level: Some college Financial Support: Father paid for undergraduate degree

Background: Place of Birth: Austin, TX High School: La Cueva High School Entrance Exams: ACT 23 High School Graduating Class: #124 out of 500 Degrees: Bachelor of Arts in Sociology Concentration/Minor: Forensic Science (Graduation date: May 2008)

“Live life to the fullest and have no regrets!”

• History as FGC Student at TTU: I was a Scholar in the PEGASUS from 2004-2005 and then I became a Mentor in May of 2005 (and never stopped until graduation). I was the Communication team leader in 2005-2006, the Internal Relations Mentor in 2006-2007, and the Social Event Planner in 2007-2008. • History of participation in the PEGASUS Program and how the program has benefited you: The program has benefited me in many things. I have learned to be more independent and outgoing. No one would believe it, but I used to be very shy and timid when I first met people. Now I love being in front of people and being a leader. I am such a planner and organizer and being in charge of all the social events helped me realize how much I enjoy doing both. Being a mentor was beneficial because I was able to pass on information I had learned at TTU. This reminded me just how much has changed since I started in 2004 and how far I have come. I definitely will not leave college the same person. I love making an impact in other’s lives, and I love making sure people smile. PEGASUS has made a huge impact on my life in the past 4 years. It is hard to believe how much I have done in that time, and how fast that it really has gone by. I am going to miss everyone that I work with dearly, and hope I can keep in touch with as many as possible. I have been going to school since I was 5, and it is now time to wrap it all up. Real world here I come!! • Other activities, awards at TTU: During my 4 years at TTU I was involved in: The Kappa Delta Sorority from 2004-2008—in which I held the positions of House Corp Officer in 2006, Judicial Board Representative in 2007, and was Nominated by chapter for Rawls scholarship in 2006, The Omicron Delta Kappa Honor Society in 2006, The Alpha Kappa Delta Sociology Honor Society in 2007-2008—in which I held the position of Undergraduate Representative, The Mortar Board National Senior Honor Society in 2007-2008—in which I was the Initiation/Banquet chair, the TDIAI-Texas Division of International Association for Identification (I was selected as 1 of 8 student members in 2007, and attended the conference in June 2007)—in which I was selected as the student representative on the committee for 2007-2008, the Sigma Alpha Pi Leadership Society in 2008—in which I was a Founding Member and the Success Networking Team Leader. Also, I studied Abroad in London, England, in the Summer 2006 semester, and I worked in the AFS Department as a Student Assistant. • Future plans:

I will be graduating in May and moving back to Albuquerque. I will be looking for a job that will hopefully pay for me to go to graduate school. I plan on spending a lot of time with my family because time is precious and I love them dearly. Hopefully I will be able to encourage my sister to go to college. I will also enjoy not having to do a long distance relationship anymore—and there will be wedding bells in the near future!

PEGASUS Scholar and Mentor Name: Ebonee McCorvey

Home Town: Rowlett, TX Barriers: First Generation College: Yes

Disability: Mild Permanent Hearing Loss First Language: English Parent/Guardian Educational Level: Some College

Financial Support: Primarily relies on parents for financial assistance, also receives some grants and student loans

Background: Place of Birth: Dallas, TX High School: Sachse High School Entrance Exams: SAT 1080 High School Graduating Class: #92 out of 451 Current: Bachelor of Science in Nutritional Science Concentration: General Dietetics (Anticipated graduation date: May 2010)

• History as FGC Student at TTU: I believe the success I had as an FGC student my first and second year at Texas Tech can be credited to the PEGASUS Program as well as the other organizations I have participated in. They help me stay focused and driven to do better. The support system I have through the PEGASUS program is one of the main reasons why I continue to look forward to returning to the program and Texas Tech. • History of participation in the PEGASUS Program and how the program has benefited you: I first heard about the PEGASUS program at New Student Orientation as a freshman. I was admitted into the program as a Scholar where I received a scholarship and participated in all of the workshops and social events during my first year at Texas Tech. I was so impressed with the objectives and goals of the program that I decided to return to the program my sophomore year as PEGASUS Mentor. Becoming a Mentor has pushed me to grow as a leader on campus as well as stay focused in my classes along with my other professional goals. I support the PEGASUS program whole-heartedly, and continue with a desire to reach out to other FGC students. • Other activities, awards at TTU: During my time at TTU I have also participated in other organizations such as Mentor Tech—in which I hold the position of PAC (Protégé Advisory Committee) Leader, and the Dr. Bernard Harris Pre-Med Society. • Future plans: I hope to graduate within four years with a Major in Nutritional Sciences and minors in Biology and Chemistry. I plan to attend graduate school at Texas Tech to get my Master’s degree. After receiving my Master’s degree I will apply to medical school. One day I want to be a successful doctor in a rural area—living my dream.

PEGASUS Scholar and Mentor Name: Montserrat Vallejo Home Town: Houston, TX (Guadalajara, Jal., Mexico)

Barriers: First Generation College: Yes Disability: None First Language: Spanish Parent/Guardian Educational Level: Some high school

Financial Support: Mostly scholarships and grants, some loans, and whatever my family can help with.

Background: Place of Birth: Houston, TX High School: Stratford High School Entrance Exams: ACT, SAT High School Graduating Class: Around 600 Degrees: Major: Chemistry Minors: Spanish and Biology (anticipated graduation date: May 2008 )

Current: Looking for attending graduate school at the Health Sciences Center

“PERSONAL QUOTE” Si del cielo te caen limones, aprende a hacer limonada (If lemons fall from heaven, learn to make lemonade)

• History as FGC Student at TTU Not much information about college prior to attending. I had moved back to the US two years before, somewhat of a language barrier. I learned mostly from other FGC students and Pegasus.

• History of participation in the PEGASUS Program and how the program has benefited you: I received information about the program during my freshman year, and I was offered a scholarship for a year as long as I attended the sessions. These sessions were very informative, especially in the financial area. I became a mentor a year after. I took a year off from the program to dedicate more time to my classes and now as a senior I am a mentor again. I think that this school year, 2007-2008, has been the most productive and outreaching, I have made friends and learned so much from many other students in my similar situation. Michael and Jodi deserve a lot of praise for all the time and dedication. The rest of the mentors, mentees and everyone else involved in this program have done a great job!

• Other activities, awards at TTU: Dean’s List(2004-2005), President’s List(2005, 2007), Who’s Who among American College Students(2007-2008) Kappa Delta Chi, Dr. Bernard Harris Pre-Med Society (2005-2007), Hispanic Student Society(2004-2005), Gamma Beta Phi(2007-2008)

• Future plans: To attend graduate school and most likely obtain a Ph.D. in Audiology, but I am open to other careers/opportunities.

TTU PEGASUS Program Pioneers in Education: Generations Achieving

Scholarship and Unprecedented Success Texas Tech University Agreement of Participation

As a student participant of the PEGASUS Program, I understand and agree with the requirements included in the PEGASUS Program Agreement of Participation. I, _________________________, understand that I must meet the minimum standards and expectations as stated in this participation agreement . _________ I commit to participate in: (Initial)

8. Placement on a PEGASUS Peer FGC Team 9. Completion of the College Inventory online and meet with an advisor 10. Attendance of at least 2 PEGASUS P.O.W.E.R. Sessions per semester 11. Attendance of at least 2 study sessions per semester 12. Attendance of at least 1 PEGASUS FGC Social Event per month 13. Completion of at least 4 hours of PEGASUS sponsored Community Service per

semester 14. Attendance of two meetings this semester with a PEGASUS FGC Advisor

_________ I understand and agree to the terms stated above and understand that these terms may be (Initial) subject to change at the discretion of the PEGASUS Coordinator.

_________ In addition, I understand that I must comply and meet each of the above requirements (Initial) to qualify for the incentive awards provided by the PEGASUS program.

____________________________________ _________________ (Signature of Student) (Date)

Students Who Soar

If so, than now is the time to nominate that person as a Student Who Soars!

Also, by nominating someone, you are receiving points for you team!

Rules

• -You can only submit One nomination. • -You can't nominate yourself. • -You must explain why you think that person is so great and what they have done for you to make

your experience in PEGASUS special.

Keep in mind, nominations are due 4:00 pm on December 1st. So make sure to get on the ball !!!

• Name:

• Email:

• You are a: Mentor Member

• Their Name:

• They are a: Mentor Member

• Why do you want to nominate them?:

• Submit

Bottom of Form

TTU PEGASUS Mentor Training Working with Foster Care Youth

What is Foster Care When children have to be placed outside their home, and there is not an appropriate non-custodial parent or relative willing and able to care for them and there are not any close family friends that the court can give temporary legal possession, the court will ask Child Protective Services (CPS) to place the child temporarily in a foster care setting which include the following:

• foster family home or group home that have been either trained and verified by CPS, licensed by DFPS' Office of Residential Child-Care Licensing (RCCL), or verified by an RCCL-licensed child-placing agency

• residential group care facility that has been licensed by RCCL; or • facility under the authority of another state agency (e.g. Buchner’s, Pathways, etc.)

Foster care is meant to be a temporary situation for a child until a permanent living arrangement (e.g. grandparents, friends, adopted family, etc.) can be obtained. The foster care placement may become the permanent placement for the child, either as an adoptive home, as a home that has taken managing conservatorship of the child, or, if there are no other preferable options available, as a long term foster care placement. Though CPS attempts to ensure quality services for children placed in foster care, such children may experience various placement changes over time due to lack of permanency commitments, licensing standards violations, court rulings, or changes in the foster home/facility. CPS has a variety of initiatives designed to increase placement options in order to have a diverse range of choices to match to individual child needs.

Transitional Living Services

The Texas Department of Family and Protective Services (DFPS) provides Chafee Foster Care Independence Program services through its Transitional Living Services programs. These programs include Preparation for Adult Living (PAL), Education and Training Vouchers (ETV), and other related services and support of young people 16 to 21 years of age who are currently or formerly in foster care, or transitioning out of care.

Transitional Living Services includes:

• Preparation for Adult Living (PAL) programs • the Education and Training Voucher (ETV) Program • formal transition planning • Circles of Support (COS) • Extended Care for youth up to the age of 22 to complete high school or up to • Medicaid for youth 18 to 21 years of age with a single application, youth surveys and

assessments

DFPS established a Transitional Living Services Initiative as part of CPS Reform efforts. The general objective of the initiative has been to implement a systemic and integrated approach in transition planning and services affecting youth aging out of state foster care.

In order to consistently improve services, the initiative participants (including DFPS staff, alumni, and external partners) identified a baseline of transition and life skills training services. Establishing a consistent baseline of services helps to ensure that youth aging out of the foster care system can expect the same quality of services regardless of which region they are in.

PAL Program The Preparation for Adult Living (PAL) program was implemented in 1986 to ensure that older youth in substitute care are prepared for their inevitable departure from the Texas Department of Family and Protective Services’ care and support. At any given time, there are about 3,500 youth 16 years of age and older in substitute care. PAL program staff strive to provide each of these youth with skills and resources they will need to be healthy, productive adults. Preparing youth for adulthood is much more than teaching them how to balance a checkbook and sign a lease. PAL services include involvement in programs aimed at improving youths' self-esteem and improving their ability to make responsible decisions. PAL helps youth face the challenges of adulthood and independence. PAL policy requires that youth 16 and older who are in substitute care receive services to prepare them for adult living. With funding availability, regions may serve any youth 14 or older on whom Child Protective Services has an open case. There is no typical case for which PAL services are provided. Length of time in care ranges from one month to almost 14 years, with two to three years being the average. Many of the youth have endured emotional and psychological trauma, and most have few options for living arrangements once they are discharged from care. PAL, in collaboration with public and private organizations, assists youth in identifying and developing support systems and housing for when they leave care. PAL gives these youths skills and training, but most of all, PAL helps them realize that there are options. Independent Living Skills Training A foundation of the PAL program is the provision of training to assist youth in developing skills necessary to function as an adult. Some regions have staff that provide this training but most contract with individuals and private organizations to provide the training. In all cases, training must cover the following areas:

• Personal and Interpersonal Skills • Job Skills • Housing and Transportation • Health • Planning for the Future • Money Management

Benefits/Financial Assistance Before receiving PAL benefits or financial assistance, youth must first meet certain guidelines. Youths who fully participate in the PAL program are eligible to receive a transitional living allowance once they leave care. The allowance may not exceed $1,000, and it may be distributed in increments not to exceed $500 per month. Young adults who are between 18 and 21 years old and

have aged out of the foster care system at age 18 or older are eligible for aftercare room and board assistance. Financial assistance up to $500 per month may be used for rent, rent deposit, utilities, and food/groceries. There is a lifetime cap of $3,000 of accumulated payments per client. Case management is provided by community contractors or PAL staff while young adults receive financial assistance. Efforts are made to partner with local housing authorities, workforce development boards, and other community resources to ensure that youth in need receive services to help them achieve successful outcomes. Resource for Youth Leaving Care The Texas Youth Hotline is a resource for youths who are under 21 years of age, including those who have aged out of the foster care system. Youth may contact the statewide hotline at 1-800-210-2278 for telephone counseling and information and referrals. The hotline can help young adults locate services available in their communities.

Resources and References for Foster Care Youth Buckner Children’s Home www.bucknerchildren.org National Foster Care Month www.fostercaremonth.org Pathways Youth and Family Services www.Pathway.org The Parenting Center 1 (817) 332-6399 www.theparentingcenter.org Rights of Children and Youth in Foster Care http://www.pathway.org/downloads/childrensrights.pdf Texas Child Abuse Hotline 1(800) 252-5400 Texas Department of Family and Protective Services (DFPS) www.dfps.state.tx.us Texas Foster Family Association 1(512) 947-3367 www.tff.org Texas Runaway Hotline 1 (888) 580-HELP Texas Statutes and Education Code http://tlo2.tlc.state.tx.us/statutes/ed.toc.htm

http://www.bucknerchildren.org/

http://www.fostercaremonth.org/

http://www.pathway.org/

http://www.theparentingcenter.org/

http://www.pathway.org/downloads/childrensrights.pdf

http://www.dfps.state.tx.us/

http://www.tff.org/

http://tlo2.tlc.state.tx.us/statutes/ed.toc.htm

Mentor/Member Contact Form

Please use this form to document time spent with members. This information is necessary for our report at the end of each semester as well as team points. Please put them in Krista’s box when you turn in your timesheets. Thank you!

(Hours on form need to coincide with hours marked on timesheets. These will be verified by Michael or Jodi before you can get paid.)

Date: ________________ Time: Started __________ Finished __________

Mentor Name(s): ________________________________ Member Name(s): _______________________________________________________ _______________________________________________________________________ Location: _______________________________________ Notes: __________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

____________________________________

Mentor signature: _____________________________

PEGASUS Outreach Activity Form

Date of activity:_______ Location of activity:__________________________________ Name(s) of Outreach Mentor(s): 1.___ ____________________ 2.___ ___________________ 3.___________________________________ 4._________________________________ 5.___________________________________ 6._________________________________ 7.___________________________________ 8._________________________________ 9.___________________________________ 10.________________________________ Type of activity: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Topic(s) presented: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Number in attendance:__________

POWER Session Evaluation

Please take a few minutes to complete the following survey. Your answers will assist us in providing the best program services and activities we can. Your answers are confidential; you may skip any items which you wish not to answer.

Please circle the response that most closely approximates your opinion.

100 Very Satisfied 75 Satisfied 50 Dissatisfied 25 Very Dissatisfied

Date: Presenter’s ame: N

1. The presenter(s) understanding of the subject. 100 75 50 25

2. The presenter(s) ability to communicate. 100 75 50 25

3. My understanding of the material before the POWER Session. 100 75 50 25

4. My understanding of the material after the POWER Session. 100 75 50 25

5. The overall quality of the presentation. 100 75 50 25

6. My engagement during the POWER Session. 100 75 50 25

7. This POWER Session being a part of the PEGASUS Program 100 75 50 25

8. What was the most meaningful part of the presentation?

9. What was the least helpful part of the presentation?

10. What did you like about the format of the presentation?

________________________________________________________________________ 11. What aspect of the presentation made a positive impact on you?

________________________________________________________________________

12. What aspect of this POWER Session would you change to improve its impact on you?

________________________________________________________________________

P.E.G.A.S.U.S. Pioneers in Education: Generations Achieving Scholarship and Unprecedented Success

Fall 2007-Spring 2008 PEGASUS Member Program Evaluation Form

In our attempt to continually improve PEGASUS we are conducting a student evaluation of our program components, staff, services, etc… The PEGASUS staff would like some feedback on the program from all members. Please answer the following questions regarding your participation and satisfaction with the PEGASUS Program. All answers will be confidential and anonymous: Please do not include your name or any identifying information on the evaluation.

1. How would you rate your overall experience with PEGASUS? 1 2 3 4 5 Not at all Somewhat Beneficial Very Extremely Beneficial Beneficial Beneficial Beneficial

Explain: __________________________________ _______________________________________

2. Please rank the following program components in their effectiveness in helping you to succeed in

your first year of college. 1 2 3 4 5 Not at all Somewhat Effective Very Extremely Effective Effective Effective Effective _____ Advising Services _____ Workshops _____ Community Service Events _____ Mentoring _____ Social Events _____ Study Sessions

3. How would you rate PEGASUS on: Using the following ratings: N/A (not applicable), 1-poor, 2-fair, 3-good, 4-good, 5-Very good ___ Variety of Services Offered ___ Staff Accessibility ___ Opportunities for Involvement ___ Mentor Accessibility ___ Staff Knowledge/Professionalism ___ Quality/Relevance of communications such as emails, fliers, etc..

4. At this point in your academic life, what are your five (5) most pressing concerns? (Place a “√.”)

___ Finance/Money Issues ___ Identifying Service/Volunteer

___ Personal and /or Relationship Issues Opportunities

___ Time Management ___ Developing Leadership Skills

___ Stress Management ___ Deciding on a Major

___ Family Obligations ___ Deciding on a Career Field

___ Family Problems ___ Getting More Involved in Campus

___ Lack of Confidence or Self-esteem Activities

___ Developing Better Test-Taking Skills ___ Making Friends on Campus

___ Overcoming Test Anxieties ___ Other (please specify below)

___ Improving my Study Skills

5. Do you feel a sense of unity with the others members/mentors in the program? Y N

6. How beneficial were the PEGASUS events in facilitating member and mentor interaction and

encouraging a sense of unity? 1 2 3 4 5

Not at all Somewhat Beneficial Very Extremely Beneficial Beneficial Beneficial Beneficial

Explain: __________________________________ _______________________________________

7. Are you interested in participating in PEGASUS as a mentor? Y N

Explain: __________________________________ _______________________________________

8. Why did you decide to participate in PEGASUS?

________________________________________________________________________________

ADVISOR CONTACT

9. How satisfied were you that you received adequate support from the PEGASUS Coordinators Jodi and Michael? If you were not satisfied, how can this be improved?

_____ Dissatisfied _____ Less than Satisfied _____ Satisfied _____ Very Satisfied

Explain: __________________________________ _______________________________________

PEER MENTORING 10. How often did you meet with your peer mentor? _____ 1x week _____ Every Other _____Once a Month _____ Less Than Week Once a Month 11. Did your mentor contact you on a weekly basis either by email, phone, or in person?

Yes No 12. How beneficial was having a peer mentor in helping you through your first year in college?

1 2 3 4 5 Not at all Somewhat Beneficial Very Extremely Beneficial Beneficial Beneficial Beneficial

Explain: __________________________________ _______________________________________

13. Do you have any comments or suggestions concerning the peer mentoring experience? Include in

formation on how you feel the mentoring component could be improved.

______________________________________________________________________________

SUGGESTIONS 14. What activities and events would you recommend for socializing or connecting with other

PEGASUS students?

______________________________________________________________________________

15. What were your favorite PEGASUS sponsored activities and why? ______________________________________________

_________________________________ 16. Were you aware of when PEGASUS events were occurring? How do you think we can better market PEGASUS and what we provide for students? _____________________________________________

_________________________________

17. How might PEGASUS enhance its existing services? __________________________________________________________________________ __________________________________________________________________________

PEGASUS Fall 2007 Social Events-

■ The Jump Off: Growing in Diversity -Student Recreation Fields and Urbanovsky Park: Thursday, August 23rd, 2007; 6-9pm

■ Welcome Event: Merket Alumni Lawn- Saturday August 25th, 2007; 10-2pm ■ Mentor Match: Urbanovsky Gazebo- Friday September 7th, 2007; 6-8pm ■ Bowling: 3006 Slide Road- Wednesday September 12, 2007; 6:30-8:30pm ■ Corn Maze: SUB- Friday October 12th, 2007; 6:30-9pm ■ October Bash: ED Bldg room 001- Friday October 26th 2007; 6-8pm ■ Winter Bash: ED Bldg room 001- Friday November 30th, 2007; 5-7pm ■ Dead Day Luncheon: Ruby Tequila’s- Thursday December 6th, 2007; 11:30-1pm

P.O.W.E.R. Workshop Series-

(Positive Outcomes with Educational Resources)

■ Academic Success Power Session: BA 201- Wednesday Sept 5th, 2007; 3:30-5pm ■ “Get Involved: Straddling Two Cultures” Power Session: TLTC 151- Tuesday September 18th,

2007; 4-5:30pm ■ Habits Workshop: Part 1 (TLTC 151)- Friday Sept 28th, 2007; 1-3pm ; Habits Workshop: Part 2:

TLTC 151-Monday Sept 24th, 2007; 1-3pm ■ “Risky Business” Power Session: Holden Hall room 152- Wednesday Oct 3rd, 2007; 4-5:30pm ■ “Class Scheduling” Power Session: Holden hall room 152- Wednesday Oct 10th, 2007; 4pm-5:30pm ■ “Expanding the College Experience”: Power Session Holden Hall room 152- Wednesday Oct 24th,

2007; 4-5:30pm ■ “Money Matters” Power Session: Holden Hall room 152- Monday Nov 7th, 2007; 4-5:30pm ■ “Key Relationships” Power Session: Holden Hall room 152- Wednesday Nov 14th, 2007; 4-5:30pm ■ “Student’s Rights” Power Session: Holden Hall room 152- Wednesday Nov 28th, 2007; 4-5:30pm

Study Sessions:

■ Thursday September 20, 2007- Croslyn Room; 7-9pm ■ Thursday September 27, 2007- Croslyn Room; 7-9pm ■ Tuesday October 9, 2007- Croslyn Room; 7-9pm ■ Thursday October 25, 2007- Croslyn Room; 7-9pm ■ Tuesday November 13, 2007- Croslyn Room; 7-9pm; ■ Monday December 3, 2007- Croslyn Room; 7-9pm

■ Tuesday December 4, 2007- Croslyn Room; 7-9pm ■ Wednesday December 5, 2007- Croslyn Room; 7-9pm ■ Thursday December 6, 2007- Croslyn Room; 7-9pm

Service Opportunities:

Upward Bound:

Buckner’s Children Home PAL:

■ Monday September 17, 2007; 5-6pm

■ Tuesday Oct 2nd, 2007; 5-6pm ■ Thursday Oct 5th, 2007; 5-6pm ■ Monday October 15, 2007; 5-

6pm ■ Tuesday Oct 23rd, 2007; 5-6pm ■ Tuesday Oct 30th, 2007; 5-6pm

■ Saturday October 13, 2007 TBA



■ Saturday November 3, 2007 TBA



T-Shirt Days: ■ Friday September 14, 2007 ■ Friday October 5, 2007 ■ Friday October 12, 2007 ■ Friday October 19, 2007 ■ Friday October 26, 2007 ■ Friday November 2, 2007 ■ Friday November 9, 2007 ■ Friday November 23, 2007 ■ Friday November 30, 2007

Bag Lunch Days: ■ Friday September, 7, 2007 ■ Friday September 14, 2007 ■ Friday October 5, 2007 ■ Friday October 12, 2007 ■ Friday October 19, 2007 ■ Friday October 26, 2007 ■ Friday November 2, 2007 ■ Friday November 9, 2007 ■ Friday November 16, 2007 ■ Friday November 30, 2007

PEGASUS Event Calendar Spring 2008

Social Events

Welcome Event: ED Bldg room 001- Friday Jan 18th 6-8pm Team Challenge: ED Bldg room 001- Friday, February 8th 6-8pm Stars-n-Stripes: 5101 Hwy 84- Friday- March 7th 6-8pm Dave’s Need for Speed: 2769 N Frankford Ave- Friday, April 4th 6-8pm Game Day: Urbanosky Park –Saturday-April 26th 1-4pm Spring Banquet: Merket Alumni Center- Tuesday April 29th 6-8pm

POWER Sessions Financial Aid and Scholarships: HH Room 155- Tue Jan 22nd 4-5:30pm Career Center: HH Room 005- Wed February 6th 4-5:30pm Reality Store: Ed Bldg Room 001- Thursday Feb 21st 6-8pm Risky Business: HH Room 005- Monday March 10th 4-5:30pm Dreams/Vision Board: Ed Bldg Room 001- Thursday Mar 27th 6-8pm Health & Safety: HH Room 225- Wednesday April 9th 4-5:30pm Stress Management: HH Room 155- Tuesday April 15th 4-5:30pm

FGC Pizza Days Friday February 8th - Holden Hall 129; 12-1pm Friday March 14th - Holden Hall 129; 12-1pm Friday April 11th - Holden Hall 129; 12-1pm

Study Sessions Monday Jan 28th – Library Croslyn Room; 7-9pm Tuesday Feb 12th – Library Croslyn Room; 7-9pm Wednesday Feb 27th – Library Croslyn Room; 7-9pm Thursday Mar 6th – Library Croslyn Room; 7-9pm Tuesday Mar 25th – Library Croslyn Room; 7-9pm Wednesday April 16th- Library Croslyn Room; 7-9pm Monday April 28th – Library Croslyn Room; 7-9pm Wednesday April 30th – Library Croslyn Room; 7-9pm

Community Service Opportunities Phea Branch Boys and Girls Club: 1801 E 24th Street P.A.L. (Preparation for Adult Living): Buckner’s Children’s Home

Phea Branch Boys and Girls Club: Thursday Jan 31st 4:30-6pm P.A.L.: Tuesday Feb 5th 6-8pm P.A.L.: Thursday Feb 7th 6-8pm Phea Branch Boys and Girls Club: Tuesday Feb 19th 4:30-6pm

Phea Branch Boys and Girls Club: Wednesday Mar 5th 4:30-6pm P.A.L.(Reality Store): Thursday March 13th 4:30-6pm Phea Branch Boys and Girls Club: Wednesday Mar 26th 4:30-6pm Phea Branch Boys and Girls Club: Thursday April 3rd 4:30-6pm Phea Branch Boys and Girls Club: Thursday April 17th 4:30-6pm

Hope Chest Donation Table: Tuesday Mar 25th- SUB Courtyard; 10am-2pm Wednesday Mar 26th- SUB Courtyard; 10am-2pm Thursday Mar 27th- SUB Courtyard; 10am-2pm Friday March 28th- SUB Courtyard; 10am-2pm

PEGASUS FGC T-Shirt Days Friday January 25th Friday February 1st Friday February 8th Friday February 15th Friday February 22nd Friday March 7th Friday March 14th Friday March 28th Friday April 4th Friday April 11th Friday April 18th Friday April 25th

Mentor Meetings

Friday January 25th: HH Room 129 4-5:30pm Friday February 29th: HH Room 129 4-5:30pm Friday March 28th : HH Room 129 4-5:30pm Friday April 25th: HH Room 129 4-5:30pm

Mentor Breakfast

Monday February 11th: HH Room 129 8:30-9:30am Tuesday March 11th: HH Room 129 8:30-9:30am Thursday April 17th: HH Room 129 8:30-9:30am

P.A. Lunch:

Monday, January 28th: TBA Monday, February, 25th : TBA Monday, March 31st : TBA Monday, April 21st: TBA

2007-2008 pegasus annual report

Documents

evaluation of pegasus

pegasus program evaluation

pegasus program assistants

pegasus fgc scholarships

pegasus pioneers

pegasus partners

evolution of pegasus

new program