end zone bsi pres

Blending Realities: Blending Realities: Creating a Reality of Success for Creating a Reality of Success for

Students of ColorStudents of Color

James Carranza Teeka James Jon Kitamura Bret Pollack

College of San Mateo

Please visit itunes U! Please visit itunes U! http://www.smccd.edu/itunesu/ Writing in the End ZoneWriting in the End Zone students share their experiences in a podcast. students share their experiences in a podcast. (Click “CSM Courses” and then click “English-Kitamura.”)(Click “CSM Courses” and then click “English-Kitamura.”)

The First Writing AssignmentThe First Writing AssignmentNAME: ANDRE PORTISINSTRUCTIONS: Please consider the following question carefully, and respond to it as thoughtfully and fully as you can in the allotted time (30 minutes). You may start typing below the question.

QUESTION: Write an essay in which you explain why you are going to college. Use specific examples and details to clearly explain your reasoning to your reader. This essay should be well-organized and reflect your best writing skills. My main reason for being in college is to better my life, to start off on the right foot, and as far ahead a can I what the best for me and my family with a college degree I will have that chance.

The other reason I am in college is to play football that is my dream and also my life I love the game and if it was not for football I do not no what I would be doing right now football keeps my head on my shoulders and keep me outof trouble. I first started to play football in OHIO because o f my cozens they got me in to it and I am happy they did since I started I have never lookedback.

I think with me gowing to college and also playing football I will have a lot of choices in my life and I plan to make the best of them. My mom always tolled me to never say u can't do something and I plan to never

say I can't do something if u put your mind to it u will make it.

In Search of . . .In Search of . . .

and our students like him

California Community CollegesCalifornia Community Collegesvs. CSMvs. CSM

CCC: 117 colleges and 1,643,912 studentsCCC: 117 colleges and 1,643,912 students CSM: 11,000 studentsCSM: 11,000 students

CCC: 75% of all students begin one to two levels below Freshman CCC: 75% of all students begin one to two levels below Freshman English, 1A.English, 1A.

CSM: 75%CSM: 75%

Statewide CCC success (all programs): 66.1%Statewide CCC success (all programs): 66.1% CSM: 68.1% CSM: 68.1%

Statewide CCC retention (all programs): 83.2%Statewide CCC retention (all programs): 83.2% CSM: 83.3%CSM: 83.3%

California System Office: California System Office: http://www.cccco.eduhttp://www.cccco.edu

CCC vs. CSM, Success in EnglishCCC vs. CSM, Success in English

Fall, 2006, Semester SnapshotFall, 2006, Semester Snapshot

CCC English: 63.6% (n=285,892)CCC English: 63.6% (n=285,892) CSM: 59.9% (n=1,733)CSM: 59.9% (n=1,733)

CCC African-Americans: 51.6% (n=20,956) CCC African-Americans: 51.6% (n=20,956) CSM: 37%: (n=74)CSM: 37%: (n=74)

• Success in All Programs: 55.2% (n=1,199)Success in All Programs: 55.2% (n=1,199)

California System Office: California System Office: http://www.cccco.eduhttp://www.cccco.edu

Learning Community ModelsLearning Community Models

Basic/Developmental Basic/Developmental

The Puente ProjectThe Puente Project The African-American Retention ProgramThe African-American Retention Program The Rising Scholars ProgramThe Rising Scholars Program All Good in da “Hood”All Good in da “Hood” Keys to the KingdomKeys to the Kingdom Writing in the End Zone I, II, and IIIWriting in the End Zone I, II, and III

Writing in the End ZoneWriting in the End ZoneI, II, and IIII, II, and III

Three English composition course sequence:Three English composition course sequence:

Transfer-level ………..Transfer-level ……….. ENGL 100, 1AENGL 100, 1A Developmental ………..Developmental ……….. ENGL 838ENGL 838 Basic composition ……….. Basic composition ……….. ENGL 828ENGL 828

Courses are hard linked to PE Football courses. Courses are hard linked to PE Football courses. Students may come in and out of the program as Students may come in and out of the program as

necessary.necessary. African American males make up just over 50% of African American males make up just over 50% of

CSM’s football team. CSM’s football team. Pacific Islander males contribute another 30% to the Pacific Islander males contribute another 30% to the

Bulldogs. Bulldogs.

PersonnelPersonnel

Personnel, or “who is involved” at the ground level, Personnel, or “who is involved” at the ground level, on a daily basis on a daily basis

Unity and collaboration amongst instruction and Unity and collaboration amongst instruction and coaching/counselingcoaching/counseling

Instructors and Coaches/Counselors share a Instructors and Coaches/Counselors share a unified vision of academic and athletic unified vision of academic and athletic achievementachievement

Supportive AdministrationSupportive Administration

Pedagogy– Who are Our Students?Pedagogy– Who are Our Students?

““My mom abandoned me and my five little My mom abandoned me and my five little brothers to starve. I had to grow up and mature brothers to starve. I had to grow up and mature fast and I had to become a parent for my fast and I had to become a parent for my younger brothers. My family and I had no younger brothers. My family and I had no money, no food, and a house that was about to money, no food, and a house that was about to go into foreclosure. So to make money, I was go into foreclosure. So to make money, I was forced to sell drugs with my dad. [. . . . ] forced to sell drugs with my dad. [. . . . ] Everything was going well on the field at least, it Everything was going well on the field at least, it seemed like when I was on the field all my seemed like when I was on the field all my troubles went away, and my dad called it poetry troubles went away, and my dad called it poetry in motion.” --Willin motion.” --Will

Pedagogy– Who Are Our Pedagogy– Who Are Our Students?Students?

““The second of five kids and the only boy out of The second of five kids and the only boy out of the bunch, I always was told that I wouldn’t be the bunch, I always was told that I wouldn’t be shit but a drug dealer and/or a criminal just like shit but a drug dealer and/or a criminal just like my dad. . . . The only two male role models in my dad. . . . The only two male role models in my life were my dad and his brother, both drug my life were my dad and his brother, both drug dealers, criminals, and gang bangers. . . . dealers, criminals, and gang bangers. . . . Feeling lost, discouraged, and angry about not Feeling lost, discouraged, and angry about not having a father, I started to focus on sports, having a father, I started to focus on sports, friends, and school to find the family type of friends, and school to find the family type of environment I never got to experience.” --Robertenvironment I never got to experience.” --Robert

Pedagogy– Academic AcculturationPedagogy– Academic Acculturation

Objective: facilitate the transformation Objective: facilitate the transformation from athlete-student to student-athletefrom athlete-student to student-athlete

Acknowledge challenges that student-Acknowledge challenges that student-athletes faceathletes face

Pedagogy—Academic Pedagogy—Academic AcculturationAcculturation

Where it begins: encourage students to recognize Where it begins: encourage students to recognize that they belong herethat they belong here

Provide opportunities for these students to have a Provide opportunities for these students to have a “voice” in the academy“voice” in the academy

Create assignments that enable students to draw Create assignments that enable students to draw upon personal experience and expertiseupon personal experience and expertise

Develop study skills in concert with reading and Develop study skills in concert with reading and writing skillswriting skills

Pedagogy—Student Ownership of Pedagogy—Student Ownership of AchievementAchievement

Achieved through a community approach via “The Achieved through a community approach via “The Bulldog Family”: student-athletes, coaches, and faculty Bulldog Family”: student-athletes, coaches, and faculty are joined in a common purposeare joined in a common purpose

Establish the connection between students’ performance Establish the connection between students’ performance on the field and in the classroomon the field and in the classroom

Develop students’ pride in their academic workDevelop students’ pride in their academic work

Allow students to “shine”Allow students to “shine”

Play Z’s FANBOYS Rap Podcast

The Reality of Student SuccessThe Reality of Student Success

Academic completion and persistenceAcademic completion and persistence

Successful transfers to four-year institutionsSuccessful transfers to four-year institutions

Athletic scholarshipsAthletic scholarships

Personal pridePersonal pride

Achieving academic and athletic dreamsAchieving academic and athletic dreams

Transformation from Athlete to Student-Athlete

AcademicAcademic Completion Completion

General CSM basic compGeneral CSM basic comp (n = 149)(n = 149)

42.3%42.3% successfully complete the course successfully complete the course

End Zone basic compEnd Zone basic comp (n = 35) (n = 35)


General CSM developmental compGeneral CSM developmental comp (n = 308) (n = 308)


End Zone developmental compEnd Zone developmental comp (n = 47) (n = 47)


Cohort measured: Fall 2004-Fall 2006CSM, Dean of Articulation and Research

Success and Ethnicity:Success and Ethnicity:African-American StudentsAfrican-American Students

End Zone End Zone

Basic Comp, WEZ IBasic Comp, WEZ I

Success of African AmericanSuccess of African American

male students, male students,

WEZ I vs. non-WEZ English :WEZ I vs. non-WEZ English :

70% vs. 37.5%70% vs. 37.5%


Success and Ethnicity:Success and Ethnicity:African-American StudentsAfrican-American Students

End ZoneEnd Zone

Developmental Comp, WEZ IIDevelopmental Comp, WEZ II

Success of African-AmericanSuccess of African-American

male students, male students,

WEZ II vs. Non-WEZ:WEZ II vs. Non-WEZ:

77.3 % vs. 66.7%77.3 % vs. 66.7%


Success and Ethnicity:Success and Ethnicity:Pacific Islander StudentsPacific Islander Students

End Zone End Zone Basic CompBasic Comp

Success of male PacificSuccess of male PacificIslander students Islander students enrolled in WEZ English:enrolled in WEZ English:

80.0%80.0%


Success and AgeSuccess and Age

End Zone End Zone

Basic CompBasic Comp

Success of students Success of students younger than 19, younger than 19,

WEZ I vs. Non-WEZ:WEZ I vs. Non-WEZ:

61.5 % vs. 37.0 %61.5 % vs. 37.0 %


Successful TransfersSuccessful Transfers

University of MassachusettsUniversity of MassachusettsMarshall UniversityMarshall UniversityWashington State UniversityWashington State UniversityUniversity of Arkansas, MonticelloUniversity of Arkansas, MonticelloSan Jose State UniversitySan Jose State UniversityMissouri Western UniversityMissouri Western UniversityPortland State UniversityPortland State UniversityMesa State UniversityMesa State UniversityUpper Iowa UniversityUpper Iowa UniversitySouthern Utah UniversitySouthern Utah UniversityKansas State UniversityKansas State University

Scholarships and DegreesScholarships and Degrees

Before 2001, core GPA was 1.78, and just two Before 2001, core GPA was 1.78, and just two scholarships awardedscholarships awarded

Last year (after three years of WEZ), core GPA is 2.55 Last year (after three years of WEZ), core GPA is 2.55 and students earned 20 scholarships totaling $700,000 +and students earned 20 scholarships totaling $700,000 +

2007 to 2008: 18 AA degrees or midyear transfers; 19 2007 to 2008: 18 AA degrees or midyear transfers; 19 signingssignings

[Coelho writes,] “We are afraid of losing what we have, whether it’s [Coelho writes,] “We are afraid of losing what we have, whether it’s our life possessions and property. But the fear evaporates when we our life possessions and property. But the fear evaporates when we understand that our life stories and the history of the world are understand that our life stories and the history of the world are written by the same hand” (76). As we live life we gain valuable written by the same hand” (76). As we live life we gain valuable memories and relationships, but when bad things happen, we try to memories and relationships, but when bad things happen, we try to protect what we cherish the most. Santiago experiences this with protect what we cherish the most. Santiago experiences this with Fatima, the desert girl, the girl who convinced him to leave and Fatima, the desert girl, the girl who convinced him to leave and return after finding his treasure. To Santiago, Fatima is his treasure return after finding his treasure. To Santiago, Fatima is his treasure because she has taught him what it means to be in love. Going because she has taught him what it means to be in love. Going through life we experience tragic times and events that change our through life we experience tragic times and events that change our outlook and perspective, but it is also these events that teach us outlook and perspective, but it is also these events that teach us how to become stronger mentally and physically.how to become stronger mentally and physically.

Writing in the End Zone III, English 1AEssay 3 of 5: Lessons for Living: Paulo Coelho’s The Alchemist

and and ourour students like him students like him

Mid-year transfer to Marshall UniversityMid-year transfer to Marshall University

Full-ride scholarshipFull-ride scholarship

Please visit itunes U! Please visit itunes U! http://www.smccd.edu/itunesu/http://www.smccd.edu/itunesu/ Click “CSM Courses” and then click “English-Kitamura.”Click “CSM Courses” and then click “English-Kitamura.”

View a podcast in which View a podcast in which Writing in the End ZoneWriting in the End Zone students share their students share their experiences in the program and offer advice to future experiences in the program and offer advice to future End ZoneEnd Zone students. students. Check-out the FANBOYS Rap and complete tutorial introduction used in the Check-out the FANBOYS Rap and complete tutorial introduction used in the CSM Writing Center while you are there. CSM Writing Center while you are there.

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