an academic model for sem student success in an urban commuter institution connie kubo della-piana,...
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An Academic Model for SEM Student An Academic Model for SEM Student Success in an Urban Commuter InstitutionSuccess in an Urban Commuter Institution
Connie Kubo Della-Piana, Evaluation Director
Benjamin Flores, MIE Project Director
Rosa Gomez, ACES Assistant Director
Helmut Knaust, Associate Dean
Support for this program wasprovided by the National Science Foundation
February 19, 2002
UTEP Student Population Profile (Fall 2001)UTEP Student Population Profile (Fall 2001)
24 years of age (undergraduate average)
69% Hispanic (Mexican American)82% from El Paso County 98% commuter81% employed54% first generation university students
El Paso County Demographic Data:El Paso County Demographic Data:Census 2000Census 2000
Fall 2001 EnrollmentFall 2001 Enrollment
16,220 students
2,010 UG in Engineering
+ 904 UG in Science 2,914 18% total enrollment
UTEP SEM Students from 1994 to 2001UTEP SEM Students from 1994 to 2001
UTEP Undergraduate Science & Engineering UTEP Undergraduate Science & Engineering ProgramsPrograms
SCIENCE• Biology• Chemistry• Environmental Science• Geology• Geophysics• Microbiology• Mathematics• Physics• Psychology
ENGINEERING• Civil Engineering• Computer Science• Electrical and Computer
Engineering• Industrial Engineering• Materials and
Metallurgical Engineering
• Mechanical Engineering
UTEP’s Academic Model for SEM Student UTEP’s Academic Model for SEM Student SuccessSuccess
CircLES SEM Entering Student ProgramCircLES SEM Entering Student Program
Goal of the CircLES Program:to increase the retention of SEM entering students via the implementation of learning communities in the freshman year
• Week long summer orientation• Placement exams in Math and English• Course clustering (Math, University Seminar,
English Composition)• Proactive advising and scheduling
ORIENTATION
LEARNING COMMUNITIES
ADVISING
PEER LEADERSHIP
STRUCTURESTRUCTURE
CONNECTIONS MATH REVIEW
COLLEGE SUCCESS SKILLS
LABORATORY/DESIGN
ORIENTATIONORIENTATION
SCIENCECHALLENGE
SKILLSEMINARS
CAMPUSTOURS
MATHREVIEW
ASSESSMENT
PERSONALIZED ADVISING
SCHEDULE BUILDING
EXPANDING CONNECTIONS
INTRUSIVE ADVISING
ADVISINGADVISING
LEARNING COMMUNITIESLEARNING COMMUNITIES
Pre-College or CollegeEnglish
Seminar in CriticalInquiry
Pre-College Math I
IntroductoryEng / Sci Course
Pre-College or CollegeEnglish
Seminar in CriticalInquiry
Pre-College Math II
Engineering / Science Discipline Course
Pre-College or CollegeEnglish
Seminar in CriticalInquiry
Pre-Calculus
Engineering / ScienceDiscipline Course
Pre-College or CollegeEnglish
Seminar in CriticalInquiry
Calculus
PEER LEADERSHIPPEER LEADERSHIPPEER LEADERSHIPPEER LEADERSHIP
FALL 2001 TEAM
Fall 2001 Status of CircLES Peer Facilitators Fall 2001 Status of CircLES Peer Facilitators (n=97)(n=97)
CircLES First Semester Student CircLES First Semester Student PerformancePerformance(Fall 2000)(Fall 2000)
CircLES SEM Student RetentionCircLES SEM Student Retention
Anticipated Degrees Conferred (2001-2015)Anticipated Degrees Conferred (2001-2015)
UTEP SEM Degrees Conferred to Minority UTEP SEM Degrees Conferred to Minority Students from 1993 to 2000Students from 1993 to 2000
Academic Center for Engineers and Academic Center for Engineers and Scientists (ACES)Scientists (ACES)
Goal: To promote and support good study habits in a state-of-the-art environment for all SEM commuter students
• Classroom Complex• Physical Sciences• Biology and
Environmental Science
• Mathematics
ACES SERVICESACES SERVICES SEM TutoringSEM TutoringSeminars and WorkshopsSeminars and WorkshopsCareer OpportunitiesCareer OpportunitiesGraduate School Graduate School
RecruitingRecruiting
ACES Average Student Usage: Fall 2000/ ACES Average Student Usage: Fall 2000/ Fall 2001Fall 2001
Academic Center for Engineers and Academic Center for Engineers and ScientistsScientists
Center for Effective Teaching and LearningCenter for Effective Teaching and Learning
Goals:• To provide leadership in
teaching excellence at UTEP and in the region
• To mentor new faculty and encourage senior faculty to stay focused on their teaching
• To support scholarship of teaching
Faculty CETaL Workshop Attendance (1998-Faculty CETaL Workshop Attendance (1998-2001)2001)
LESSONS LEARNEDLESSONS LEARNED
• Know that change = hard work• Review of organizational history• Identify new roles and people for new challenges• Identify innovators, champions, chairs and key senior
faculty• Communicate, coordinate & make joint decisions• Support and recognize• Disseminate internally and market• Assess, adapt and modify
Support for this program wasprovided by the National Science Foundation