promoting college success: teep's approach to college and life preparation
DESCRIPTION
This workshop will begin with a brief review of pertinent research on college access and success, culminating in the presentation of one model of college success. Attendees will be invited to brainstorm possible ways to put into practice the four components of the TEEP model: 1) Content Area Knowledge; 2) Academic Behaviors; 3) Key Cognitive Strategies; and 4) College Knowledge, and explore ways to overcome difficulties in doing so.TRANSCRIPT
Promoting College Success: The Trinity Educational for Excellence Program’s Approach to College and Life Preparation
Amanda Sommerfeld, Ph.D., Boston UniversityPaul Bowen, Director, TEEPJuan David Lozano, Assistant Director, TEEP
Rationale for college preparatory programs
National percentages of high school students who enroll in college is approximately 69% across the nation.
Of these students, only 43% actually obtain a degree.
These rates vary significantly across demographic variables.
Rationale for college preparatory programs
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Rationale for college preparatory programs
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Rationale for college preparatory programs
Low-income, 1st generation college students are nearly 4 times more likely to leave college after their first year than students without these risk factors
After 6 years, 43% of low-income, 1st generation college students had dropped- or stopped- out of college.
After 6 years, only 11% of low-income, 1st generation students had earned bachelor’s degrees (in comparison to 55% of their peers)
The current status of college preparatory programs
Since the late 20th century, innumerable college preparatory programs have arisen, differing in: Populations served Methodologies employed Outcomes measured
But all of these program share as their primary aim increasing college access, particularly for typically underrepresented college students.
4 Components of College Preparation
Content area Knowledge
Key Cognitive Strategies
Academic Behaviors
College Knowledge
Academic preparation in the areas of
Mathematics, English,
Science, etc. Also includes
SAT preparation
“Habits of mind” such as
intellectual curiosity,
open- mindedness,
reasoning ability, being
able to analyze information,
solve problems,
think complexly, etc.
Foundational behaviors upon with academic
success are built– time
management, study skills, planning,
organization, etc.
Knowing how to “do” college:
how to apply for & get
financial aid, how to
schedule classes & talk to professors, etc. These are the “rules of
the game” that assist in the navigation of
college culture.
Taken from Conley (2005)
Suggested model of college preparation
1.5 Components of College Preparation
Content area Knowledge
Key Cognitive Strategies
Academic Behaviors
College Knowledge
Academic preparation in the
areas of Mathematics,
English, Science, etc. Also includes SAT preparation
“Habits of mind”Foundational
behaviors upon with academic
success are built– time
management, study skills, planning,
organization, etc.
Knowing how to “do”
college
Taken from Conley (2005)
Traditional model of college preparation
Trinity Education for Excellence Program
100% of TEEP eighth graders attend college-preparatory high schools.
100% of TEEP high school seniors graduate in the Spring and attend college the following Fall.
100% of TEEP college students are on track to earn their degree in four years.
TEEP’s Mission
Our mission is to create a safe community where every member is inspired to discover, empowered to engage, and individually affirmed
TEEP’s Mission
Values
Preparation
Opportunity
TEEP’s Mission
Values
Preparation
Opportunity
TEEP’s Values:The Road Map to Excellence
Middle School years focus on the 5 Rs (Respect, Restraint, Responsibility, Reciprocity, and Redemption)
High School years build on this foundation in the LDP (Leadership Development Program) which focuses on the 3 I’s (Intentionality, Integrity, and Influence)
TEEP’s Values:The 5 R’s
RESPECT RESTRAINT RESPONSIBILITY RECIPROCITY REDEMPTION
TEEP’s Values:The 5 R’s
RESPECT: Honoring the dignity of ourselves, our community, our environment, and all whom we are in community with
RESTRAINT RESPONSIBILITY RECIPROCITY REDEMPTION
TEEP’s Values:The 5 R’s
RESPECT RESTRAINT: Thinking before we
speak and thinking before we act (being intentional about our words and our actions)
RESPONSIBILITY RECIPROCITY REDEMPTION
TEEP’s Values:The 5 R’s
RESPECT RESTRAINT RESPONSIBILITY: Making intentional
decisions and being accountable for the decisions and the commitments that we make
RECIPROCITY REDEMPTION
TEEP’s Values:The 5 R’s
RESPECT RESTRAINT RESPONSIBILITY RECIPROCITY: Practicing gratitude
and giving back to our community because we are grateful for what we have received from our community
REDEMPTION
TEEP’s Values:The 5 R’s
RESPECT RESTRAINT RESPONSIBILITY RECIPROCITY REDEMPTION: Practicing forgiveness
and taking responsibility for our choices and actions
TEEP’s Values:THE 3 I’s of the LDP
INTENTIONALITY INTEGRITY INFLUENCE
TEEP’s Values:THE 3 I’s of the LDP
INTENTIONALITY: Thinking about why I am doing what I am doing and why I am about to do what I am considering doing
INTEGRITY INFLUENCE
TEEP’s Values:THE 3 I’s of the LDP
INTENTIONALITY INTEGRITY: Consistently integrating
our values in to our words, actions, and choices no matter who we are with or what situation we find ourselves in (being consistently faithful to ourselves and to our values)
INFLUENCE
TEEP’s Values:THE 3 I’s of the LDP
INTENTIONALITY INTEGRITY INFLUENCE: Being intentionally
mindful of who and what is impacting us and our behavior and being intentional about the impact that we have on others whom we are in community with
TEEP’s Mission
Values
Preparation
Opportunity
TEEP’s Preparation
Habits of excellence
Leadership development
Reflection
TEEP’s Mission
Values
Preparation
Opportunity
TEEP’s Opportunities
Mentorship
Exposure
Social capital
College knowledge/preparation
Foundational values (i.e., personally striving for excellence)
Content area Knowledge
Key Cognitive Strategies
Academic Behaviors
College Knowledge
Opportunities to be
mentored in difficult
subjects,
SAT preparation
Habits of excellence (i.e.,
Goal setting, Self-monitoring,
Planning/organization)
Leadership development,
Reflection
Habits of excellence
(i.e., Punctuality, Classroom
demeanor, Time management)
Social capital,
College knowledge
LDP Model of college preparation