july 16, 2015 tinley park, illinois smart start – preparation for college success governors state...
TRANSCRIPT
![Page 1: July 16, 2015 Tinley Park, Illinois Smart Start – Preparation for College Success Governors State University University Park, IL Presenters: LaTonya D](https://reader035.vdocuments.net/reader035/viewer/2022062409/56649ee55503460f94bf510b/html5/thumbnails/1.jpg)
July 16, 2015Tinley Park, Illinois
Smart Start – Preparation for College Success Governors State University
University Park, IL
Presenters: LaTonya D. Holmes, Dianna Galante, and Kerri K. Morris
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Smart Start Preparation for College Success
Presenters: LaTonya D. Holmes, Cohort Advisor and Coordinator for New Student Programs, Governors State University
Dr. Dianna Galante, Professor, Mathematics Coordinator
Dr. Kerri Morris, Associate Professor, Coordinator of First-Year Writing
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Smart StartPreparation for College Success
• Many students need extra preparation and support in both math and writing
• Smart Start provides a two-week jump start and supplemental instruction (SI) for first year students.
• The program includes support from paid peer mentors and tutors.
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Peer Mentors
LaTonya D. Holmes
Cohort Advisor and Coordinator for New Student Programs Governors State University
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Peer Mentors
• Who are our Peer Mentors?– 10 Rising Sophomores selected as Peer Mentors– 2.75 or higher grade point averages from freshman year
– Trained as Orientation Leaders (knowledgeable about university resources)
– 2 have taken Principles of Peer Leadership– 1 returning Peer Mentor who will serve as Student Coordinator (upper class student)
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Peer Mentor Expectations
• Full time course load and grade point average requirements
• Peer Mentor training and further team building
• Common Reading• Master College Faculty Assignments• First Year Seminar Faculty Assignments• Cohort Activity Development
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Peer Mentor Preparation• Intensive training as orientation leaders includes:
– Set Expectations– Who’s Who at GSU– Learning GSU Resources– Student Development Theory– Personal Commitment– Strengths Assessment Convocation Walk Through – Goals, communication, Emailing professors, Start Something That Matters,
etc– Victim Vs. Creator Presentation (mindset and attitude. How do you react to
the things that happen? 3 Inner voices: inner critic, inner defender (makes excuses, blames others), inner creator.Are the inner critic or inner defender ever right? Sometimes, what do you do about it?
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Peer Mentor Preparation
• Intensive training as orientation leaders includes– How of Happiness Presentation – Working with your Faculty Member – Communication.– Resources Review– Vision, Mission, Goals, and Objectives – we’ll create those as a team – Share GSU vision 2020 and discussing what they can do to help with those.
– Motivation/Life Lesson Introduction and Presentations – Lion King example
– COHORT THEMES: Faculty, Staff, Students, etc.
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Mathematics Support
Dianna Galante, PhD
ProfessorMathematics Coordinator
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Available SI for Mathematics
• MATH1423 College Algebra - 2 sections• MATH2100 Elementary Statistics – 4 sections• MATH2281 Applied Calculus – 3 sections• MATH2290 Calculus I – 2 sections
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Graduate Mathematics SI Leaders
• Three graduate mathematics students available and in class 20 hours per week as well as offering scheduled sessions in a designated classroom outside of class
• Each enrolled in MS in Mathematics program• Received tuition waiver and stipend
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Elementary Statistics
• Several strategies used to add to student success including group work, lab classroom
• Online homework support, calculator, and textbook, 24/7 tutoring available with text
• SI available 15 hours per week• StatCrunch used for statistical calculation• Students were allowed to make corrections on tests and earn back partial points
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Writing Support
Kerri K. Morris, PhD
Associate ProfessorCoordinator of First-Year Writing
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Writing: Two-week Intensive Objectives
• Responsibility—learning to prepare for class, meet assignment deadlines, follow teachers’ directions, and exhibit appropriate classroom behavior.
• Flexibility—identify differences among varying writing situations and begin to adapt to suit those situations, based on the expectations of audience and genre.
• Metacognition—reflect on writing process, written products, and the writing of their peers with a critical/analytical eye, particularly looking for areas of success and improvement.
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Writing: Two-week Intensive Objectives
• Self-efficacy—advocate for themselves as learners and citizens and build self confidence
• Technology—develop proficiency with – Classroom Management System–Writing technology for blogs, presentations, formal papers
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Writing Support
• Two-week intensive–Meet daily–Write frequently– Use short writing to build toward a long paper (4-5 pages)
• SI – Friday meeting, 9 sections
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What we’ve learned and what we’re changing
• Separating students out is counter-productive at worst and only minimally successful
• Mixing students from many classes into one supplemental group is confusing for students and instructors
• Tutors should be available to all students and should be integrated into the classrooms