Reten. and Grad. Resources

Retention and Graduation: 

Retention and Graduation Resources and Examples

Successful Tutoring: 

Successful Tutoring Institutional Support and Context Tutor Selection, Training and Support Program Evaluation and Outcomes Non-cognitive Factors

Tutoring: 

Tutoring Institutional Context and Delivery Process and Content: Study Skills Ongoing or Immediate: Intrusive Required for certain barrier courses Required for students with poor performance TRIO Office or College Center Online

Tutoring: 

Tutoring Institutional Context and Delivery Process and Content: Study Skills Ongoing or Immediate: Intrusive Required for certain barrier courses Required for students with poor performance TRIO Office or College Center Online

Online Tutoring: 

Online Tutoring Program or institution or commercial service Synchronous - live chat using a whiteboard, two way audio, Internet conferencing Individual appointment or tutor available for any students at a specified time Asynchronous – submit a question using email and tutor respond in a given time or drop-off boxes for papers CMS – Blackboard or WebCT

Tutoring: 

Tutoring Selection Graduate students College students Program participants Professionals from community GPA, hours completed, subject specific

Tutoring: 

Tutoring Qualifications Recommendations – teachers or public College GPA 3.00 Successfully completed courses in discipline Interpersonal Skills Communication Caring & patient Positive attitude Student - centered

Tutoring: 

Tutoring Training Policies, Responsibilities, Role of Tutor How to ask questions How to begin and end session Communication skills – listening skills Study skills, test-taking, reading, Cultural diversity Student centered vs. authoritarian

Tutoring: 

Tutoring Training (continued) Code of Ethics Recognizing learning styles & student needs Tutoring do’s and don’ts Setting goals for tutoring or contract Role playing Problem-solving & critical thinking strategies Tutoring specific subjects

Tutoring: 

Tutoring Progress Report Student name, tutor name, date, length of session, subject Objectives or goals of session Specific concepts covered in session Evaluation of student progress/behavior Activities or plan for next session

Tutor Evaluation: 

Tutor Evaluation Understanding of tutee’s needs Patience Timeliness Helpfulness Communication Plan goals and activities for future sessions Assistance in meeting tutee’s goals

Tutoring: Non-Cognitive: 

Tutoring: Non-Cognitive Students’ willingness to admit need for assistance Talk with student about what you see as their unwillingness, denial, shame, despair or shock (nagging doesn’t work) Afraid of failure: discuss benefits and other students’ experiences (peers)

Tutor Certification: 

Tutor Certification The College Reading and Learning Association www.crla.net The National Tutoring Association www.ntatutor.org The Association for the Tutoring Profession http://www.myatp.org

Supplemental Instruction: 

Supplemental Instruction Targets difficult courses – High D, F, W rates Regularly scheduled, out of class, peer facilitated sessions by SI student leader Begins the first week of class SI leaders normally conduct 3 sessions per week

Supplemental Instruction: 

Supplemental Instruction SI Leader (Peer) Attends class Functions as model learner, not authority figure Works closely with instructor Helps students to formulate and answer own questions and apply study skills Integrates course content with learning strategies

Supplemental Instruction: 

Supplemental Instruction SI Leader Qualifications Successfully completed course Recommendation of instructors Interpersonal Skills Communication Caring & patient Positive attitude Student - centered

Supplemental Instruction: 

Supplemental Instruction SI Training Role, responsibilities, & recordkeeping Beginning & concluding sessions Planning session activities & goals Active listening and re-directing questions Problem solving Study skills, note-taking, test-taking Reading textbooks

Supplemental Instruction: 

Supplemental Instruction SI Training Time management Mnemonic devices Vocabulary building Simulated SI class and session Conducting SI session Getting to know students Brainstorming & using quizzes

Supplemental Instruction: 

Supplemental Instruction Typical Session Introductions Introduce course material for session – quizzes or review homework from last session Initiate discussion of concepts from quiz Students summarize major concepts SI Leader interjects learning strategies Close with student questions & review

Video SI: 

Video SI Regular class is video taped Students enroll in VSI section – 7.5 hour block of time each week View tape, discuss, and write to master content and develop skills in critical thinking Take same exam graded by instructor Earn 6 hours of credit

Supplemental Instruction: 

Supplemental Instruction SI Learning Communities Two courses All of the students are enrolled in both courses SI groups established Content from both courses and relationship between courses are discussed

Structured Learning Assistance: 

Structured Learning Assistance Targets courses 4 hours of guided study workshops each week Required to attend first two workshops First quiz determines if attendance is mandatory Mandatory attendance if grade is below C

Structured Learning Assistance: 

Structured Learning Assistance Facilitator: Provides specific content information Assists students to make connections to class lectures Assists students to develop effective study methods Provides feedback to professors on teaching

Structured Learning Assistance: 

Structured Learning Assistance Policies No more than four unexcused absences Students who exceed four unexcused absences earn a failing grade Strict tardy and behavior guidelines Must bring all materials and actively participate Collaborate with other students

Academic Coaching: 

Academic Coaching One-on-One Regular Intervention Personal Trainer Beyond Content – Study Skills & Strategies Help Students to Address Multiple Issues with a Cohesive Plan Time Management, Organizational Skills, Test-Taking Strategies, etc.

Study Groups: 

Study Groups Informal groups around a course Leader, usually a peer, but can be staff Meet once a week or as often as needed Attendance is voluntary Students ask questions, leader or other students help to answer Test preparation – sample questions

Academic Workshops: 

Academic Workshops Study Skills Test Taking Time Management Use of Internet Use of Library Math is Fun – Math Anxiety Writing

Learning Labs: 

Learning Labs Computer-Aided Instruction Attached to a course Required as part of a course – 2 to 3 times a week Basic Skills Programs Skills Bank Plato LearningPlus

Academic Advising: 

Academic Advising Developmental Intrusive Group Monitoring and Planning Collaboration with College Resources Community & Technical: Adults Technology

Developmental Advising: 

Developmental Advising Person-centered – warm & caring relationship Integrates student’s entire educational experience Grounded in human/student development theories Joint responsibility of student & advisor

Developmental Advising: 

Developmental Advising Focuses on Student Growth Self-awareness and exploration of values Helps student to integrate life, career, and educational goals Develops decision-making skills to identify and establish school and personal goals Takes the student at current level and helps student to advance to next level of self understanding, autonomy, and responsibility

Intrusive Advising: 

Intrusive Advising Take student from dependence to independence Provide information, skills, and support to help student and family to become independent decision-makers Help student to develop educational plan with long-term and short-term goals Action initiated by TRIO staff – intrusive Begins with entry into program – needs & plan Goal is student-initiated action - autonomy

Intrusive Advising: 

Intrusive Advising Do not wait for student to initiate contact Weekly sessions and contacts Taking a personal interest in student Help students to become self-resilient Help student to develop self-appraisal skills Help student to understand rigors that are necessary for success

Intrusive Advising Strategies: 

Intrusive Advising Strategies Know & evaluate student skills & confidence Assess factors that inhibit success Refer to program & college services Negotiate academic bureaucracy Monitor student progress Develop relationship toward independence

Intrusive Advising: 

Intrusive Advising Pre-Freshman Year Advising Identify students in spring or early summer Assess student skills, confidence, learning style Select courses based on assessment & needs Priority course registration Orientation in summer Maintain contact in summer

Intrusive Advising: 

Intrusive Advising Monitoring & Early Alert Contact instructors within first three weeks Contact student first week Assess performance at first three weeks Contact instructors at 6, 9 & 12 week intervals or 2, 4, 6 & 8 week intervals

Intrusive Advising: 

Intrusive Advising Monitor - Progress Reports from Teachers Attendance Behavior – attentive, contributes, cooperates Attitude – effort, preparedness, asks for help Academic Performance Homework Tests and quizzes Class participation

Intrusive Advising: 

Intrusive Advising Planning Interventions Coordinate with college Plan of Action Contract or academic improvement plan Make adjustments to class schedule Set short-term goals and actions Monitor weekly

Strength-based Advising: 

Strength-based Advising Students identify strengths Students become more engaged and motivated Students learn methods to develop strengths Students have greater self-efficacy and motivation Students learn how to apply strengths to new areas or areas needing improvement Students learn to apply strengths to educational, career, and life planning

Strength-based Advising: Steps: 

Strength-based Advising: Steps Identify areas of talent that can be developed into strengths Affirm student’s talents and help raise awareness of how talents may be developed Help student envision their future using their talents. Help students plan to reach goals. Help students to learn how to apply talents to challenges

Appreciative Advising: 

Appreciative Advising Disarm: allay fears or suspicion – trust Discover: learn about strengths, skills & abilities Dream: uncover future hopes & dreams Design: create a plan to achieve dream Deliver: implement & carry out plan Don’t Settle: achieve full potential

Appreciative Advising: 

Appreciative Advising Appreciative Advising Inventory (AAI) – helps students with Discover Phase www.appreciativeadvising.net

Curriculum Map: 

Curriculum Map Two or three year plan for community college student Four or five year plan for university student Three to five year plan for graduate student

Advising Session: 

Advising Session Opening the Session Use Open-ended question Establish rapport Show openness, interest and concern Give undivided attention

Advising Session: 

Advising Session Identify the Issue or Strength Help participant to identify issue or strength Help student to state all relevant facts & issues Ask probing open-ended questions Re-state the problem in participant’s words Give participant a chance to clarify, elaborate or correct

Advising Session: 

Advising Session Identify possible solutions Ask participant for ideas Help participant generate additional solutions Identify what resources are needed Discuss the implications of each solution

Advising Session: 

Advising Session Take action on solution Identify specific action steps Prioritize action steps Identify what participants will do? Identify what TRIO staff will do? Establish a timeline with follow-up

Advising Session: 

Advising Session Summarize the session Review session Repeat action steps Set-up future appointment Summarize session in participant folder and on program database

Group Advising: 

Group Advising Topics General Education Requirements Academic Policies & Procedures Selecting a Major Career Planning Degree Audit System & Registration Online Advising

Advising & Technology: 

Advising & Technology Degree Audit Programs & Registration Online Orientation to Program/College Online Advising: Email, Chat Rooms, Text Messaging Online Early Alert Systems Transfer Equivalency Face-to-Face and Online Advising

Financial Literacy: Purpose: 

Financial Literacy: Purpose Budgeting to control spending, meet expenses, establish a sufficient size emergency fund, and invest adequately for the future Effectively utilizing cash, cash proxies (i.e. debit cards and checks) and credit cards to purchase goods and services Understanding types of investment vehicles and the principal of risk versus reward

Financial Planning: 

Financial Planning Setting Goals Developing a Plan to achieve them Putting the plan into action

Financial Planning: 

Financial Planning Set SMART Goals S pecific M easurable A ttainable R ealistic T ime Bound

Financial Planning: 

Financial Planning Analyze Information Where does the money come from ( INCOME)? Do you get an allowance? Do you have a job or your own business? How much do you earn each week? How much do you spend each week? Do you owe money? Questions like these are critical because their answers have a direct impact on your ability to achieve your financial goals

Financial Planning: 

Financial Planning Create a plan Identify your goal Establish your criteria Examine your options Weigh the pros and cons Make a decision Evaluate results

Financial Planning: 

Financial Planning Implement the Plan Be a responsible spender Stick to your plan Write your goals on an index card and post them in a place you can see them everyday Tell other people about your goals…have someone check in with you about your progress When you are going to spend the money, decide how much you will need ahead of time and take only that amount so you are not tempted to spend more Review your plan regularly so you know when you are starting to stray and can make adjustments quickly .

Financial Planning: 

Financial Planning Monitoring and Modify the Plan Once you start implementing your financial plan, you need to check to make sure that you are staying on track Plan is not meant to be written in stone Review your plan whenever you have significant changes in your life

Things to Consider with Financial Planning : 

Things to Consider with Financial Planning Attitudes about debt Student loan borrowing Credit Card Use Budgeting Incorporating financial literacy Materials and resources

Attitudes About Debt: 

Attitudes About Debt 68% of baby boomers with kids are supporting an adult child financially Age of instant gratification College students do not always understand their aim should be to establish credit and not be forced to repair it when they get out of school College students believe perpetual debt is normal and not something to be avoided College students believe that credit cards and student loans are their money and do not see it as borrowed money

Student Loan Borrowing: 

Student Loan Borrowing Average debt for graduating seniors with loans rose from $ 18, 650 in 2004 to $23,200 in 2008 62% of those who graduated from a public 4-year institution had an average of $20,200 loan debt 72% of those who graduated from a private nonprofit 4-year institution had an average of $27,650 loan debt Between 2006 and 2007 Average student debt at graduation rose 6% Earnings for 18 to 24 year olds with BAs rose only 3% Project on Student Debt, December 2009

The Four C’s of Credit: 

The Four C’s of Credit Collateral Asset of value that lenders can take from you if you do not repay the loan as promised Capital Lenders take comfort in knowing that you have personal items of value…they will take or sell

The Four C’s of Credit: 

The Four C’s of Credit Capacity Lenders chief concern is whether you are able to repay a loan Key factors of creditworthiness are your income and employment history Character Lenders want to know if you are trustworthy They look at your credit record. Paying bills on time show you are responsible with your finances

Credit Card Use: 

Credit Card Use Year Number with Credit Cards Average Balance Freshmen 67% $2,038 Sophomores 76% $2,362 Juniors 90% $2,912 Seniors 88% $4,138

Credit Card Use: 

Credit Card Use 92% have charged textbooks and school supplies 60% were surprised at how high their bill was 40% charged items they knew they didn’t have money to pay off 82% carry balances (incurring finance charges) 50% have four or more cards — Source: “How Undergraduate Students Use Credit Cards: Sallie Mae’s National Study of Usage Rates and Trends, 2009”

On What Are Students Spending Their Money: 

On What Are Students Spending Their Money 40% Discretionary (entertainment, apparel, travel, other) 26% Room and Board 19% Tuition and Fees 8% Other Expenses 4% Books and Supplies 3% Transportation

Incorporating Financial Literacy: 

Incorporating Financial Literacy Review the Award Letter What are the schools offering? Direct costs vs. indirect costs What are your options? Budget for College What are the needs versus wants? Look at the entire semester Consider every year in college

Incorporating Financial Literacy: 

Incorporating Financial Literacy Borrow wisely Understand the difference between federal and private Understand subsidized vs. unsubsidized Interest rates Consider entire college career

Materials: 

Materials After You File the FAFSA Handout In-school Budget Brochure Types of Financial Aid Federal Loan Programs Student Loan Facts Scholarships

National Endowment for Financial Education (NEFE) : 

National Endowment for Financial Education (NEFE) NEFE presents a FREE CASH COURSE!! Workshop Materials Customizable PowerPoint activities Our step-by-step presentations will help you guide students on topics like credit card debt and budgeting. Facilitators’ guides Guides to help your facilitator prepare and keep on track throughout the workshop presentation. Student evaluation forms . Find out what your students thought and help us to improve

NEFE presents a FREE CASH COURSE!!: 

NEFE presents a FREE CASH COURSE!! Marketing Materials Web button & logos Market this new service across your web sites with our customizable ad buttons. Ads & posters Place ads in your student newspapers or put up posters across campus using our customizable templates. Customizable templates The CashCourse site can maintain your branding and site look-and-feel. 534 Universities are Using the CASH COURSE

Websites: 

Websites Financial Literacy & Education Commission: www.mymoney.gov Institute for Financial Literacy: www.financiallit.org Federal Deposit Insurance Corporation: www.fdic.gov Federal Housing Finance Board: www.fhfb.gov Federal Trade Commission: www.ftc.gov IRS: www.irs.gov

Services: 

Services Education & Counseling Services to Improve Financial & Economic Literacy Loan Counseling Scholarship, grant and loan education Financial Planning Personal/family budget planning Credit Card Education Loan to debt ratio, credit scoring, negative impacts on credit scores Savings and Retirement

References: 

References College Goal Sunday Best Practices Forum Iowa College Access Network, Deb Barry Georgia State Financial Aid Office National Endowment for Financial Education (NEFE) High School Financial Planning Program http://www.cashcourse.org

Academic Instruction – Learning Communities: 

Academic Instruction – Learning Communities Paired Linked Courses Same students in 2 courses May or may not be taught by same instructor Share syllabi and instructors work together May have a common theme Psychology and Study Skills Composition and Sociology

Academic Instruction - Freshman Interest: 

Academic Instruction - Freshman Interest Students in 2 or 3 courses Come together in an orientation or seminar course Topics in the courses support each other

Academic Instruction – Learning Communities: 

Academic Instruction – Learning Communities Course Clusters Three or four courses taken by same students Two – three discipline-based courses with a seminar to integrate the courses Three – four courses with a common theme and faculty coordinate activities Instructors may or may not team teach

Freshman Orientation Course: 

Freshman Orientation Course 1- 3 hours First half of semester, entire semester, first year Type of credit Instructors – staff with peer advisor

Orientation Course - Academic Topics: 

Orientation Course - Academic Topics Academic terminology Time Management Learning Styles Approaching a Textbook Understanding the Grading System Campus Library

Orientation Course - Academic Topics: 

Orientation Course - Academic Topics Critical/Analytical Thinking Writing for Success Speaking for Success Problem-Solving and Success in Math Technology at College Online Learning: Course Management Systems Understanding the College Catalog

The Structured First Year: 

The Structured First Year A structured first year experience is one in which the participants’ initial educational experience is designed by project staff. The program enables students to experience academic success and develop links to other students and the institution through the SSS project. 10 Year Old Data But It Is True Today! , Muraskin , 1998 L. Muraskin and J. Lee, Raising the Graduation Rates of Low-Income College Students. (Washington D.C., Pell Institute for the Study of Opportunity in Higher Education, 2004)

How important would it be…: 

How important would it be… To have 95% of approved number of students enrolled in SSS before the first day of fall classes? WOW! To have approved/selected most or all classes for SSS students first semester? To have students interact with your staff three or more times per week—every week all first semester? To be able to reserve seats in the best classes (best professors, most valuable, popular, and versatile classes), and assure that SSS students enroll for those seats? To be able to know on a frequent basis how things are going for students in their classes and living situation? For your students to know one another, and have developed a sense of community and belonging within the first week- or even before the first week? To assure student involvement in activities that would help them develop their academic skills, knowledge of campus policies etc.?

“Project plays a central role in designing participants’ initial educational experience,” through…: 

“Project plays a central role in designing participants’ initial educational experience,” through… College admissions Pre-freshman “bridge” program or other orientation Initial course selection (rational education) Intrusive advising Academic services that buttress courses Group services

BEST PRACTICES: 

BEST PRACTICES If you had few constraints, and wanted to build the most powerful program possible …Thayer Early Interventions Are Most Effective Block Roster Courses Linked Courses Supplemental Instruction

EXAMPLES FROM 3 SSS PROGRAMS A structure that changes the quality of the educational experience for the first-year SSS student: 

EXAMPLES FROM 3 SSS PROGRAMS A structure that changes the quality of the educational experience for the first-year SSS student Structuring the first year using “learning community and structured services in SSS” Best Practices

Program Results-Community College Student Support Services Program: 

Program Results- Community College Student Support Services Program “Built-in” academic support Sense of community and network of support. Forming bonds that extend beyond the classroom Effect of helping students focus on school filters out distractions Stimulation for instructors-encouraging creativity, flexibility, and interdisciplinary approaches

Program Characteristics SSS 4-year university : 

Program Characteristics SSS 4-year university SSS staff provides academic advising, as well as advice and referral on financial aid and other issues Students cannot register without being advised by their SSS adviser Students are advised into common class selections, including those in the learning community and those taught by SSS staff Academic and other support is structured into students’ experience

Program Characteristics: 

Program Characteristics Students enroll in “cluster” of classes in which they are the only students. Math Cluster: Math, Study Skills, Math Tutorial; all for credit, all strongly integrated. Choices Cluster: Reading, Writing, Communication, Study Skills.

1st Semester- Freshman Summer Experience Program: 

1 st Semester- Freshman Summer Experience Program Student Schedule Time with SSS English 0150 3 hrs 5x / Week Math 0160 3 hrs 5x / Week Kinesiology SI LAB 1 hr 2x / Week + SI Elective 3 hrs 1x / Week (SSS) Total 10 hrs (8+ hrs w/ SSS)

PowerPoint Presentation: 

A structure that changes the quality of the educational experience for the first-year SSS student- CREATIVITY IS KEY A QUOTE FOR ALL REASONS- Staley.(2003) Vision is not enough; It must be combined with venture. It is not enough to stare up the steps; we must step up the stair. Vaclav Havel Rule your mind or it will rule you. Horace The middle of every successful project looks like a disaster. Rosabeth Moss Cantor

Structured First Year/Learning Communities: 

Structured First Year/Learning Communities 4-Year Institution Student Support Services Program

Program Characteristics- 4 yr University: 

Program Characteristics- 4 yr University SSS staff provides academic advising, as well as advice and referral on financial aid and other issues Students cannot register without being advised by their SSS adviser Students are advised into common class selections, including those in the learning community and those taught by SSS staff Academic and other support is structured into students’ experience Contact: Ellen Levitov , SSS, University of New Orleans

1st Semester- Freshman Experience Program: 

1 st Semester- Freshman Experience Program Student Schedule Time with SSS English 0150 3 hrs 5x / Week Math 0160 3 hrs 5x / Week Psych 1520 3 hrs 5x / Week ACOR 1001 1 hr 3x / Week + SI Elective 3 hrs 1x / Week (SSS) Total 13 hrs (11+ hrs w/ SSS)

Resources: 

Resources Fleming, N.D. Teaching and Learning Styles: VARK Strategies, 2005. Erickson, B., Perters,C.B .,& Strommer , D.R.(2006) Teaching 1 St Year College Student Farrell, E.(2005,September). Loggingon,Tuning Out, The Chronicle of Higher Ed.52(2),A46 Higher Education Research Institute, UCLA. http://www.gsesis.cucla.edu/heri/findings.html . Smith, B.L., J. MacGregor , R. Matthews & F. Gabelnick (2004). Learning Communities: Reforming Undergraduate Education. San Francisco: Jossey - Bass. Engstrom , Cathy and Tinto, Vincent “Access Without Support s Not Opportunity, Change February 2008

Financial Aid Sources: 

Financial Aid Sources Grants Loans Scholarships Co-op or Internship Work Study

SSS Grant Aid: 

SSS Grant Aid In first 2 years of college and receiving PELL or completed first 2 years and receiving PELL and high risk of dropping out and needs of 1st and 2 nd year students are met Grant aid will be used to supplement and not supplant non-Federal funds expended for SSS programs Not exceed the maximum appropriated Pell Grant or less than the minimum appropriated Pell Grant

SSS Grant Aid: 

SSS Grant Aid Project cannot use more than 20% of funds received for grant aid Total amount of student financial assistance awarded to student cannot exceed the student’s costs of attendance Institution shall match the funds for such purpose, in cash, from non-Federal funds, in an amount that is not less than 33% of the total amount of funds used for purpose or be a Title III institution

Graduate School: 

Graduate School Admissions Assistance Graduate School Online Information Library Workshops on Admission Processes Undergraduate Research with Faculty Mentor Interviews Graduate Visits Advising Transition & Follow-up

Graduate School: 

Graduate School Financial Aid Graduate Assistant Teaching Assistant Loans Other Application Assistance

Transfer to 4–Year School: 

Transfer to 4–Year School Articulation Agreements Curriculum maps between 2-yr and 4-yr schools Transfer Advising Begins 1 st year – do not wait until 2 nd year Follow curriculum map Assist with admission and financial aid process Assist with developing first term schedule Maintain online library

Transfer to 4-Year Schools: 

Transfer to 4-Year Schools College Visits Visit schools of interest Identify contact person or office at school Transition Identify SSS program or another support program at university Monitor until graduation Find mentor

Preceptor Program: 

Preceptor Program Assist students to understand institution Assist students to identify with institution, peers, staff, and community Improve retention of first year students Provide information to allow students to make informed decisions Provide information about academic policies and non-classroom opportunities

Peer Mentoring/Advising: 

Peer Mentoring/Advising Goal or Purpose of Peer Advising Assist new students in becoming more comfortable with program Make new students aware of resources and academic requirements of program & college Encourage and support new students to become involved with the program and college Answer questions concerning program & college

Peer Mentoring/Advising: 

Peer Mentoring/Advising Qualifications of Peer Advisor Upper division Good student GPA – 2.75 Good communications & listening skills Knowledgeable of program & school Involved in program & college

Peer Mentoring: 

Peer Mentoring Characteristics of Good Peer Mentor Good listener and communicator Understanding, concerned, and patient Willing to take time with new student Positive about program Knowledgeable of program & college Allows new student to express own ideas

Peer Mentoring/Advising: 

Peer Mentoring/Advising Responsibilities Contact assigned student weekly Meet in person with new student bi-weekly Assist student to become more knowledgeable of program & college Introduce new student to others in program Refer new student to staff when necessary Complete reports

Community Mentor: 

Community Mentor Meet mentor at least monthly Meet parents or family Assist student in exploring career, educational, and life issues Participate in job shadowing with student Help student obtain summer internship Help student apply to graduate school

Alumni Mentor: 

Alumni Mentor Provide support and encouragement Encourage student to stay in school Help student to network in community Be a tutor on occasion

Bridge Programs: 

Bridge Programs Summer - 6 weeks Courses Basic Skills – Math, Writing, & Reading General Freshman Courses Study Skills paired with content course Orientation - General Education & Liberal Arts Use of Technology & Library

Bridge Programs: 

Bridge Programs Academic Support Tutoring Supplemental Instruction Academic Advising Study Groups Faculty Involvement Learning Resource Centers Building Community & Confidence

Bridge Program: 

Bridge Program Successful Academic Interventions Small class size – builds community High expectations with support - success Active learning strategies Interdisciplinary or integrated courses Supplemental Instruction or tutoring Intrusive weekly advising Peer advising or mentoring