Presented by:Adam Hintz

Shumiala KinnearLaDonna MooreHeather O’KeefeAshleigh Wade

2007 graduation rates indicate a need to reach out to the minority student population here at UT

This need becomes increasingly important with the launch of the UT Guarantee Program

Effective initiatives need to be developed to increase academic achievement of UT’s minority students

What does the research say? What are institutions similar to UT doing?

What are “best practice” institutions doing?

Programmatically, what is UT doing? Recommendations to Strengthen Current

Programs

Faculty Student Interaction Academic Resources

Stabilize or provide a supportive system which provides a foundation for academic success.

Social Resources Create an environment which enhances the

student's self-esteem and supports their cultural interests.

Parental Involvement Maintain parental, family/friend support and

increase involvement in the student's personal/academic/social world.

Academic GPA Test Scores*

Financial Social

Ability to adapt to college atmosphere Parental/Family support (first

generation?)

(Could be one, two, or all three of the above)

Difficult to define because “at risk” can incorporate many different factors: Social class Socioeconomic status Parental Income First-generation status Race

Important to consider all of these factors individually and how they interact when addressing the needs of “at risk” student For example a student can be Hispanic, a first-

generation student, and from a low income background

Term suggested by Marybeth Walpole Economically and Educationally Challenged Students in

Higher Education: Access to Outcomes: ASHE Higher Education Report, Volume 33, Number 3

The purpose of this text is to examine literature on how social class, socioeconomic status, parental income, first-generation status affects educational achievement & attainment of college students

These students: Face similar obstacles in gaining access to

college Report similar experiences with level of

involvement Similar outcomes after college

We have determined several areas in which we feel will support these students academically

Cole (2008) “Constructive Criticism: The Role of Student-Faculty Interactions on African American and Hispanic Students’ Educational Gains Obtained random sample from CIRP @ HERI from

UCLA 1,422 students completed Student Information

Form to determine GPA & education satisfaction Finding suggest that student-faculty interactions

that consist of Constructive Criticism have a significant influence on African American & Hispanic students’ GPA & educational satisfaction

Defined as a balance of positive and negative feedback Includes critical feedback Variety of verbal/nonverbal cues Various teaching strategies Opportunities for skill improvement on

high/low stakes assignments Provides students with faculty support,

encouragement, and respect of academic community

Minority students performance should improve when: They are challenged Have safe beneficial student-faculty

interactions Experience a sense of belonging to the

academic community

Guiffrida (2005) : Othermothering as a Framework for Understanding African American Students’ Definitions of Student-Centered Faculty Sample included African American students

attending a Predominantly White Institution Participants were interviewed individually and

in focus groups Students were asked open-ended questions

Researchers found that faculty-student relationships affect: Student satisfaction with college Academic achievement Retention

Study also presented the idea of what determines if faculty are student-centered

Student-Centered Faculty Provided comprehensive advising regarding

career guidance, academic issues, & personal problems

Provided advice selecting courses, planning programs of study, & listening to students’ professional fears, dreams & goals

These faculty provided a web of support that went beyond students’ academic development

Santos & Reigadas (2002): Latinos in Higher Education: An Evaluation of a University Faculty Mentoring Program Sample included 65 Latino student who were

participating in a Faculty Mentor Program These students were given a survey in order

to determine the nature of the student-faculty mentoring process and how this mentoring relationship helps students adjust

Researcher found that: Latino students experienced an increase in

self-efficacy and had better goals after joining FMP

Students with same-ethnic mentors perceived their mentors to be more helpful

Frequency of contact with faculty mentor was positively associate with Latino students’ adjustment

Faculty Student Interaction Northern Kentucky University

NKU R O C K S: Responsibility, Opportunity, Community, Knowledge, and Success

Central Michigan University GEAR UP & College Day Program

Angelo State University 1st Generation RAMS Mentoring Program

University of Texas at El Paso Seminar in Critical Inquiry

University of California San Diego Website driven resources for faculty mentoring

Bordes, Arrendondo (2005) “Mentoring and First Year Latina/o College Students” Set up study with conceptual framework

Psychosocial Development (Erikson 1963) Ethnic Identity Development (Phinney 1993) College Student Development (Chickering and

Reisser 1993) Other Interactional models

Purpose of Study “…examine the relationship between

mentoring and perceptions of comfort in the university environment for first-year Latina/o students”

The more comfortable the student is on campus, the greater the likelihood for retention and, ultimately, graduation

Setting and Participants Arizona State University (2002) 112 first-semester Latina/o students Part of a larger study- 876 students (article

focused on ASU) Professors in first-year classes distributed

questionnaires Questions analyzed four areas

Demographic Information Mentoring University Environment Cultural Congruity

Six Hypothesis were tested (2 key to mentoring) Hypothesis 2- “…perceptions of having a mentor would be

related to more positive perceptions of university environment and to greater cultural congruity”

Hypothesis 3- “…students who HAD a mentor would report higher levels of cultural congruity and more positive perceptions of university environment.” Students were classified into two groups- “have mentor” and “do not

have mentor” Both were “partially supported”- both showed positive

correlation to positive university environment, but not strong enough correlation for greater cultural congruity

***Authors concluded further research should be conducted to determine whether or not there is correlation between mentoring and cultural congruity

Campbell and Campbell (1997) “Faculty/Student Mentor Program: Effects on Academic Performance and Retention”

Participants (large metropolitan West Coast university)

Students were invited to join the program during the summer before fall semester 1992 339 students from ethnic groups which were

underrepresented involved in mentor program 339 “control group” students- matched to original 339

participants using a computer program pairing them based on similar characteristics semester/year, gender, ethnic group, entering class, entering GPA

Predominantly Latina/o (69%) and African American (22%) involved in study

Variables measured First Semester GPA Second Semester GPA Cumulative GPA (could be three years later for

some students Retention rate (students still enrolled in spring

1995- 2 years) Graduation rate

Results Consistent differences in GPA favoring the

mentored students Especially in first semester- 0.3 average difference

Dropout rate for mentored group was half of control group (2 year retention)

While there was no significant difference in Graduation rate, only 6% of the students had enough semesters to qualify for graduation

***Amount of contact Average of 7.28 contacts during the academic year

with faculty members 124.25 minutes of meeting time

Academic Resources Central Michigan University

Supplemental Instruction Program Angelo State University

1st Generation Scholarship RAMS 1st Generation Scholarship

University of Florida University Minority Mentoring Program (UMMP)

University at Buffalo S.A.G.E. (Success through Access to Guidance and

experience Internship Program) NASPA Undergraduate Fellows Program (NUFP)

University of Texas at Austin Pre-College Youth Development and Student Academic

Success Initiatives Longhorn Center for Academic Excellence

Wallace, Abel, Ropers-Huilman (2000) “Clearing a Path for Success: Deconstructing Borders Through Undergraduate Mentoring” Sample included 20 students who were

participants of TRIO programs Theses students were interviewed open-ended

questions

This study examined students’ interpretation of their involvement with formal mentoring through TRIO services

TRIO is a federally funded program that: Supports student’s decisions to attend college Increases their retention Increases academic performance Improves satisfaction with college

Researchers found that: Students’ relationships with TRIO workers

allowed them to see more options Gave students the ability to navigate available

resources to help them succeed Student minimized differences between

themselves & mentors, if they were caring and concerned about students’ success

Mina, Cabrales, Juarez, Rodriguez-Vasquez (2004) “Support Program that Work” Article provides an autobiographical

perspective of several Latino college students Students serve as an authentic source of

information for student affairs professionals

Purpose: understand the influence that institutional programs, campus organizations, mentors, and leadership opportunities may have on Latino student success

Each personal account mentions community involvement in some form

Authors state: By working and volunteering in student

services programs and community organizations these students contributed to increasing the pool of Latino students

They have a desire and responsibility to assist in bridging the economic gap and increasing the level of educational attainment for the Latino community.

Social Resources Central Michigan University

Men About Change Angelo State University

Host Family Program Multicultural Movie Series Diversity Dialogue Workshops Multicultural Advisory Council

University at Buffalo Brother to Brother Diversity Institute Diversity Advocates

University of Florida BEAD who you are

University of Texas at Austin Thematic Initiatives and Community Engagement

Herndon and Hirt (2004) “Black Students and Their Families: What Leads to Success in College”

Underrepresented group in American education

Four key areas of support for black students Academic, Emotional, Social and Financial

“Black students at predominantly White institutions rely on support from family members more so than White students at predominantly White campuses and Black students at historically Black colleges”

Black families value extended kin relationship “Fictive Kin” May not be blood relationships, but are

equally significant

Students at one of two predominantly White universities in a Mid-Atlantic state

Study was designed to look at the role of families in helping students succeed Seniors chosen- likely to graduate Deemed “Successful” students

Participants (2 groups) “Successful” African American college

students (20) Members of the students’ families (20)

Apparatus Interviews- two sections

Demographic Information Role of family members

Eight themes developed in three chronological stages Precollege Influences

Family influence, macro perspectives on race, factors of motivation

Early College Influences Negotiating environments, sense of community, spiritual

support Late College Influences

Family expectations, role models

Discussion (Early College Experience) Data Suggests that having family support

creates the true sense of community While family members may not know the

other students or faculty at a university, but by encouraging their students to seek out relationships with members of these groups, they can assist their students in creating a support system

Families should also make sure that their students have a religious organization with which to affiliate at/near the institution

Auerbach (2004) “Engaging Latino Parents in Supporting College Pathways: Lessons From a College Access Program”

Central concern for Latino families is access to college

Most important for Latino families is lack of instrumental knowledge to the steps needed to go to college

Futures and Families Program (F&F) Component of Futures project within

partnership with UCLA Article focuses on F&F meetings held at a

large, racially and socioeconomically diverse high school in the Los Angeles metro area

15 Latino parents of 10th through 12th grade students were intensely interviewed

Recommendations of the study Start early- no later than upper elementary Speak their language- colleges should reach out in both

English and Spanish Think small- hold small group meetings Invite guest speakers from similar backgrounds to

share their stories Reinforce basic college information- possibly have the

students research the information and present to their parents

Provide opportunities for individual meetings Help parents move through the college process as part

of a group or cohort Be up front and direct about educational inequalities

and the barriers that their students face

Parental Involvement Central Michigan University

MSS Newsletter MSS Listserv

Angelo State University Diversity Digest Newsletter

University of Texas at Austin Parent and Family Guide linked to 1st

generation student website

Office of African American Student Enrichment Initiatives Office (A-FAM)

James Jackson, Director

Office of Latino Initiatives (OLI)

Sabina Elizondo-Serratos, Director

Resource Center in the Student Union Enrichment Institute Orientation for African-

American Students new to UT (2-day orientation)

Weekly Workshops called Reaching African-American Potential (R.A.A.P.) Sessions

Academic Assistance and Intervention 2-Week Check Up (First year students) First Year Rewind (First year students)

Leadership Development (Black Student Union Freshman Leadership Program)

Recognition Programs for High Academic Achievers and Graduates

Connection with Mentorship Programs

Established to address the Latino retention rate of students

OLI is focused on the development of Latino students as they transition from high school to college and beyond. The office also cultivates relationships between Latino students and the UT community so that they- Succeed academically at UT Feel a sense of belonging at UT Establish a lifelong connection to UT

PRIMOS Mentor Program Study Tables Exam Cram Latino Student Union Programs Charlar Sessions-Topics vary Hispanic Heritage Month United States Hispanic Leadership Institute

Conference Annual Latino Youth Summit-Parent and Overnight

Components, also apart of the Latino Youth Summit High School Visits Diversity and Leadership Development Workshops Diamante Dinner and Award Ceremony Rocket Launch/Transition Information Fair

Public Schools in 6 major urban Ohio cities (Akron, Cincinnati, Cleveland, Columbus, Dayton and Toledo)

15 additional urban communities 3.0 cumulative High School GPA Pell Grant Eligibility UT will cover the remainder of

tuition after all grants are applied

Pilot Program in Fall 2009 Dean of Students Office Target Audience (required) is UT

Guarantee students Ideally, will develop and open up to all

students

Structure 1 Faculty/Staff member “manages”…

Training program/documents (via email?) “Life-Lines” packet with FAQ’s

5 Student Mentors (upper classmen) GPA requirement (2.5) Training program Weekly journal entries

3 First-year “protégés” Frequency

1contact per month between Faculty/Staff and Mentor

1 contact per week Between Mentor and Protégé

Four Goals (“Pillars”) Responsibility/Accountability

Health, safety, time management Success

Academic Rigor, Academic Integrity, Academic Relationships

Belonging Join “something” during first academic year NOT a recruitment tool for organizations

Aspire “Big picture” “Your future starts now”

Enhancing communication with current and prospective African-American and Latino families: Forums at area high schools (Toledo Public

and Catholic) A Friend/Family email address (

omssfriends@utoledo.edu) Monthly Newsletter distributed (via snail mail

or email) Families can register to receive the Newsletter

during Rocket Launch or on the UT Website

OMSS needs to have a stronger presence and role in New and Transfer Student Orientation

OMSS needs to be given more authority in tracing student progress

Stronger Collaboration with other Student Affairs Departments

Direct Faculty Student Mentorship Programs

Provided to the audience Thank you for coming!