Design and Development of a Multicultural Emerging Scholars Program at the University of Toledo

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1 Design and Development of a Multicultural Emerging Scholars Program at the University of Toledo Summer Bridge and Living Learning Community Anthony Quinn, Willie McKether, Barb Schneider, Tiffany Whitman

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4 Unacceptable Graduation Rates African Americans and Latinos with HS GPA below 3.0 less than 10% graduation rate in the College of Natural Sciences and Mathematics

5 What is our mission as academic institutions particularly public universities? Do we recruit highly accomplished students and then take pride in watching them succeed or Do we strive to educate all of the interested people in our society/community

6 Challenges to Developing Intervention Programs Institutional Support Financial Hurdles strapped budgets Cost Effectiveness can you expand best practices Collegial Support Are they, underprepared students, worth the effort? They lack the talent to succeed at the college level They lack the work ethic to succeed

7 The Multicultural Emerging Scholars Program (MESP) The MESP Summer Bridge and Living Learning Community program is designed for first-year students to help them make the academic, social and cultural transition from high school to college, and inspire academic achievement in college-level courses.

8 Directors Seeding the Plan Dr. Willie McKether, Associate Dean, College of Language, Literature and Social Science, Associate Professor in Anthropology Dr. Anthony Quinn, Assistant Dean, College of Natural Sciences and Mathematics, Associate Professor in Biology Dr. Barb Schneider, Associate Dean, College of Language, Literature and Social Science, Associate Professor in English Summation of 3-4 years of preparation Professional experience/personal experience- Large school, Private- Public Visit accomplished/successful programs at other institutions National workshops Participation in national conferences Consultation with critical faculty/staff/students

9 GOALS of MESP STEM STUDENTS The University of Toledo and other leading institutions recognize the need to encourage students to celebrate their academic achievements and promote resilience, determination, and the ability to deal with the challenges that come to all college students who major in the science, technology, engineering, or mathematics (STEM). (The Chronicle of Higher education How to Get More Black Men Into Science By Freeman A. Hrabowski III, President University of Maryland-Baltimore County, October 27, 2014)

10 Getting the Right Input Is Critical to Success: Passion is a Must Faculty - Deans - Departmental Chairs - Professors Staff/Administrators Advisor/Success Coaches Residence Life Graduate Students/Residence Assistance Student Leaders Provost office Student Affairs Senior Vice President and Staff

11 Challenges to Success in First Year of College 1. Adjustment to College/University Life Independence/Responsibility Expectations/Preparation 2. Maturity/choices Time Management, Adjustments 3. Career Development What do I want to become? Why? How do I get there? 4. Support Emotional/Psychological Finance 5. Academic Math Reading and Writing Skills 6. Parental Component

12 MESP Cohort Selection To be eligible for the program students must: Be admitted in College Languages, Literature & Social Sciences or the College of Natural Science & Mathematics Have a high school grade point average between 2.25 and 3.20 Have an ACT Composite score between 15 and 20. Preference given to African Americans and Latinos/Hispanic Parents must attend Orientation

13 Participants accepted for this Program received an $8,000 Emerging Scholars Scholarship Tuition for eight credit hours of Scholars Transitional Summer Courses Housing for six weeks of summer school, June 29 August 7 Meals for six weeks of summer school Books for all courses Enrollment in the Fall 2015 and Spring 2016 Emerging Scholars Living Learning Community

14 Making a Financial Argument to Upper Administration The financial gains achieved by increased retention can surpass initial investments in successful programs Many states governments have or will move to a paradigm that gives greater weight to graduation rates

15 MESP Curriculum MESP students take four courses together during summer and earn 8 credit hours that count towards graduation credits. Students take one course together in the fall of All of the courses taken during the summer are considered part of the general curriculum and can be used toward graduation credits regardless of major. The summer courses include: ENGL 1110 Composition I ANTH 2800 Cultural Anthropology IDS 2010 Learning to Serve Math Camp (ALEKS)

16 MESP Curriculum for STEM MESP students accepted into College of Natural Sciences and Mathematics (NSM) would be expected to: Pursue a Bachelor of Arts degree majoring in Biological Sciences or Environmental Sciences, areas of study that prepare students for an array of career choices in clinical medicine, biomedical research, pharmaceutical industry, and academia. Students will also be encouraged to pursue a minor in a social science such as Anthropology, Africana Studies, or Global Studies.

17 Why don t more minority students seek STEM careers? Ask them. December 1, 2014 Contact David Orenstein At a retreat earlier this year, 50 underrepresented minority students had wide latitude to talk about what would enhance their STEM training. They identified eight major themes summarized in a new paper.

18 Why don t more minority students seek STEM careers? Ask them. December 1, 2014 Contact David Orenstein The eight ideas reflect desires both for more pragmatic advice and deeper senses of connection and social meaning regarding the subject matter. Students suggested: Including a social justice component in STEM education. Connecting STEM with other disciplines, including the humanities and the arts.

19 Structure of Curriculum Math Camp 8:45-9:45am ALEKS is an adaptive, artificially-intelligent learning system that provides students with an individualized learning experience tailored to their unique strengths and weaknesses. With decades of scientific research behind its creation, ALEKS strives to bring the most advanced and efficient learning system to students worldwide. Preliminary evaluation to determine where they should start, and work from there.

20 English Composition Dr Schneider 9:50-11:30am Students will engage in multiple writing tasks associated with their lives in various communities Enhance writing skills and improve analytical abilities. Topics will be related to issues discussed in Anthropology and Learning to Serve Two sections taught by selected instructors

21 Cultural Anthropology Dr McKether 1:00-2:20pm Learn about human biology and cultural development Articulate contributions of minorities to STEM Learn research process and methodologies Courses in social sciences should help sharpen a student s analytical and problem-solving skills, strengthen writing talents, foster independent and creative thinking, and develop an appreciation for different points of view

22 Learning to Serve Fri 9:50 11:30am Dr Whitman 1:00-2:40pm Designed to facilitate exploration of learning through service and various community engagement projects. Learn to utilize research methods, prepare public presentations Visit to Toledo City Council Participate in a local forum on race, violence and police brutality

23 Additional Planned Support (*) Study tables 3:30 5:00pm M-TH Peer mentors/coaches 5-6:00 pm Dinner with professors, etc. 6-7:30 pm Residence Life-directed programs, tours, fieldtrips, outings, meeting with instructors who teach future courses.

24 Welcome Parents and Students

25 Lets Get Down to Business-Class Starts Monday

26 Summer 2015 Cohort Total population =25: 13 female and 12 male; Ethnic distribution: 22 black, 2 white, 1 hispanic; College distribution: 8 Language Literature and Social Sciences, 10 Natural Sciences and Mathematics, 1 Pharmacy 3 Communication and the Arts 3 Undecided Incoming HS GPA mean 2.61, SD 0.40

27 STEM Cohort College of Natural Sciences and Mathematic 1 ASTR 10 BIOL 1 PHARM* 3 Males, 9 Females Avg HS GPA 2.92 Avg ACT composite 18.23* ALEKS Placement Testing: 1 Calculus 1 Pre-Calculus 4 College Algebra 5 Intermediate Algebra 1 Beginning Algebra

28 Summary of Summer Course Work Incoming HS GPA mean 2.61, SD 0.40 UT GPA for Sum 2015 mean 3.15, SD 0.60 UT credit hr earned for Sum 2015 mean 7.36, SD 1.49 Grade prevalence for Sum 2015 NC=3 (3 students) IN = 2 (1 student) D = 1

29 Ritter Planetarium Visit

30 Meeting the Community

31 Meeting the Community

32 Meeting the international students

33 Meeting the international students

34 Meeting the international students

35 End of Summer Dinner

36 End of Summer Dinner

37 End of Summer Dinner

38 Lessons Learned Students don t know what they don t know STEM students like to be seen in the fast lane Upper classmen are great salesman for tutoring, learning centers, and a slower pace The stereotypes are overstated

39 Acknowledgements Deans of participating Colleges, Provost, Vice President of Student Affairs Dr. Jamie Barlowe, College of Language Literature and Social Sciences Kenneth Simonson, LSAMP Director, University of Cincinnati

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