is the journey too far for your hispanic learners’ success?
TRANSCRIPT
Is the Journey too Far for your Hispanic Learners’ Success? Dr. Peter McAliney, Executive Director Dr. Carmen (Lizy) Lamboy-Naughton, Executive Vice President October 27, 2013
Ameritas Hispanic Pathways
WHO ARE WE? DUAL LANGUAGE
ENGLISH IMMERSION We partner with you to provide
an on-campus, innovative first
year experience to improve
Hispanic student retention,
completion, and long-term
success. 3
WHAT DOES
AMERITAS
OFFER?
Accelerated first year
30 college-credits
Potential for general education certificate
Culturally supportive on-campus cohorts
Embedded developmental education
Retention support – wrap-around case management
Evidence-based dual language methodology
Technology-assisted
4
Why Ameritas?
WHY AMERITAS
FOR CALIFORNIA? LACK OF PROGRESS
Source
1 U.S. Census 2010,
American Fact Finder,
Demographic Profile
Summary.
2 Institute for Higher
Education Leadership &
Policy, Divided We Fail.
• California has the largest Hispanic population in the U.S.1
• Essential to increase educational attainment; current
Hispanic levels are relatively low. Hispanics’ share of the
working-age population in California is projected to grow
from 34% currently to 50% by 2040.2
• Hispanics face more bumps at the end of the road. The
30-credit threshold can provide “momentum” for
completing an educational program. 2
6
WHY AMERITAS
FOR CALIFORNIA?
• Only 16% of Hispanic adults (25 – 64 years old) had
earned an associate degree or higher, compared to 39%
of all adults.1
• 14% of Hispanic students transferred to a university
compared to 29% of white students.2
• Only 25% of degree seekers earned at least 20 credits in
the first year; 29% passed at least one college-level math
course and 36% passed at least one college-level English
course within two years.2
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Source
1 Lumina Foundation for
Education. A Stronger
Nation Through Higher
Education. Educational
Attainment Levels for the
States.
2 Institute for Higher
Education Leadership &
Policy, Divided We Fail.
LACK OF PROGRESS
WHY AMERITAS
FOR TEXAS? CLOSING THE GAPS
Source: Closing the Gaps:
2013 Progress Report
Although Hispanic enrollment has notably increased since 2000, it is still not
on track to reach the final target for that group.
Enrollment needs to grow
59,000 students a year for the
next 3 years.
Increased by just 23,000 in
fall 2012.
6
WHY AMERITAS
FOR TEXAS? CLOSING THE GAPS
First-time, full-time public community, technical, and state college students —
The six-year graduation and persistence rates for fall 2006
Whites
Hispanics
Source: Closing the Gaps:
2013 Progress Report
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What are the advantages?
WHAT ARE THE
ADVANTAGES? FOR COLLEGES
• Successful first year for Hispanic students
• Meaningful access for Hispanic population not
seeking college
• Opportunity for nationally recognized dual
language methodology
• Recognition for innovation in contributing to
Hispanic student success 9
WHAT ARE THE
ADVANTAGES? FOR STUDENTS
• Higher retention and degree completion
• Strong foundation for second year of college
• Culturally supportive cohort environment
• Confidence in academic and career relationships
10
WHAT ARE THE
ADVANTAGES? AMERITAS MODEL
Bi-cultural retention support system
Dual language academic system
Successful student
+ =
11
WHAT ARE THE
ADVANTAGES? AMERITAS MODEL Dual language academic system
Recruitment & Enrollment
Bi-cultural retention support system
Intrusive case management
Bilingual faculty
Technology- assisted dual language curriculum
Institutional Research
Ameritas Hispanic Pathways
Dual Language Academic System
DUAL
LANGUAGE
ACADEMIC
SYSTEM
CALIFORNIA
14
AMERITAS AND IGETC CURRICULUM
Subject Area Required
Courses Units Required
Ameritas
Courses
English Communication 2 courses 6 semester units or 8-10 quarter
units
ENGU 103
ENGU 104
COMU 101
Mathematical Concepts
and Quantitative
Reasoning
1 course 3 semester units or 4-5 quarter units MATU 103
Arts and Humanities 3 courses 9 semester units or 12-15 quarter
units
LBSU 100
LBSU 101
LBSU 105
Social and Behavioral
Sciences 3 courses
9 semester units or 12-15 quarter
units PSYU 101
Physical and Biological
Sciences 2 courses
7-9 semester units or 9-12 quarter
units FSNU 101
Language Other than
English Proficiency Proficiency SPNU 110
DUAL
LANGUAGE
ACADEMIC
SYSTEM
TEXAS
AMERITAS AND THE TEXAS
CORE CURRICULUM
Needed for Texas
GE Core
Curriculum
Ameritas
Curriculum
010 - Communication (English rhetoric/composition) 1 ENGU 103
011 - Communication (composition, speech, modern language communication
skills) 1 ENGU 104/COMU 101
020 - Mathematics (logic, college algebra-equivalent or above) 1 MATU 103
021 - Additional Mathematics (finite math, statistics, calculus or above) 1
030 - Natural Sciences 1 FSNU 200
031 - Additional Natural Sciences 1 ESCU 100
040 - Humanities (literature, philosophy, modern or classical language/literature, or
cultural studies) 1 LBSU 105
041 - Additional Humanities 1 SPNU 110, LBSU 100,
LBSU 101*
050 - Visual/Performing Arts 1
060 - U.S. History 2 HISU 103
070 - Political Science 2 American Government (TBD)
080 - Social/Behavioral Science 1 PSYU 101
081 - Additional Social/Behavioral Science 1
090 - Institutionally Designated Option 1 CSCU 200
Totals 42-48 General
Education Units
Not part of Texas Core
Curriculum. Optional.
Academic Course Guide
Manual (ACGM) Lower
Division Academic Course
Guide Manual
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I Writing LBSU 100 LBSU 101 ENGU 103 ENGU 104 COMU 101
A
Compose a variety of texts that
demonstrate clear focus, the logical
development of ideas in well-organized
paragraphs, and the use of appropriate
language that advances the author’s
purpose.
Week 8 Personal
Strategy Plan
1
Determine effective approaches, forms,
and rhetorical techniques that
demonstrate understanding of the writer’s
purpose and audience.
a. Prepare a topic proposal that
specifies and justifies the topic, audience,
and purpose.
Week 2 - Hand-in
"Personal Mission
Statement"
2
Generate ideas and gather information
relevant to the topic and purpose,
keeping careful records of outside
sources.
Week 1-8 Reflection
Assignment
a. Utilize effective prewriting strategies:
outline and prioritize ideas, anticipate
questions that might be raised by readers,
and identify appropriate primary and
secondary source material.
Week 1-7 Reflection
Assignments
Week 3 - In Class
Icebreaker Listening
for Understanding
Weeks 3, 8, 12 –
Hand-in Assignment
Weeks 3, 7, 11 -
Hand-in Assignment
b. Evaluate the reliability of possible
sources and prepare an annotated
bibliography.
Week 3 - In-class
activity CRAAP
Analysis
Week 3 - Assignment
SAMPLE
MAPPING
DEVELOPMENTAL
EDUCATION
ENGLISH/LANGUAGE ARTS
STANDARDS TO AMERITAS CURRICULUM
Dual Language Academic System
Technology-Assisted Dual Language Curriculum
DUAL
LANGUAGE
ACADEMIC
SYSTEM • English is both the medium and the object of
instruction
• Accelerated first year experience
• Leading-edge technology suite supports learning
• Embedded developmental education
• Contextualized college success and technology
skills
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DUAL LANGUAGE METHODOLOGY
Dual Language Academic System Bilingual Faculty
DUAL
LANGUAGE
ACADEMIC
SYSTEM
BILINGUAL FACULTY
Recruitment
• Identify college faculty with interest in dual language
and culturally supportive classroom
Ameritas Faculty Institute
• Initial & ongoing training on-campus, blended, self-
paced
• Certification as Ameritas Dual Language faculty
Part of a professional community
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Bi-cultural Retention Support System
Recruitment Services
BI-CULTURAL
RETENTION
SUPPORT
SYSTEM
RECRUITMENT SERVICES
Identify and train college team in bi-cultural retention
support
• Program design and culture
• Programmatic requirements/structure
• Educational and financial aid planning
• Language testing
• Ameritas orientation
Review and consult on recruitment strategy 22
Intrusive Case Management
Bi-cultural Retention Support System
BI-CULTURAL
RETENTION
SUPPORT
SYSTEM
INTRUSIVE CASE
MANAGEMENT
Provide on-campus bilingual Ameritas Case Managers
for retention support
• Ensure ongoing personalized contact with all students
• Provide early alert monitoring and intervention
• Assist with educational planning
• Facilitate successful progression into second year at
the end of the 30 credits 24
Ameritas Hispanic Pathways
Institutional Research
INSTITUTIONAL
RESEARCH
• Cohort performance tracking
• Alignment with college success metrics
• Coordination with state goals for Hispanic
participation, progression, and completion
STUDENT
SUCCESS METRICS
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INSTITUTIONAL
RESEARCH
• External validation (automated) – peer group
comparison
• External validation – external raters
• Student performance in mathematics
• Performance in content and language
STUDENT
SUCCESS METRICS
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Ameritas Hispanic Pathways
Working with partners
WORKING
WITH PARTNERS
• Ameritas Dual
Language curriculum
• Identify & prepare
faculty (Ameritas
Institute)
• Bi-cultural retention
support system
• On-campus case
management
• Enrollment and
recruitment training
• Appoint College
advisory group:
Academic Leaders and
Hispanic staff/faculty
• Approve & align
courses
• Integrate into Learning
Management System
• Determine metrics for
tracking outcomes
• Bilingual faculty
• Regulatory approvals
• Classroom and staff
space
• SIS infrastructure
• Bilingual enrollment
staff
• Access to academic
support services
AMERITAS
PROVIDES
JOINTLY COLLEGE
PROVIDES
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Be the difference in Hispanic student success!
Dr. Peter McAliney, Executive Director [email protected] Dr. Carmen (Lizy) Lamboy-Naughton, Executive Vice President [email protected]
www.ameritashispanicpathways.net