Blending Realities:  Creating a Reality of Success for Students of Color James Carranza  Teeka James  Jon Kitamura  Bret P...
The First Writing Assignment <ul><li>NAME:   ANDRE PORTIS </li></ul><ul><li>INSTRUCTIONS:   Please consider the following ...
In Search of . . . and our students like him Andre  Portis
California Community Colleges vs. CSM <ul><li>CCC: 117 colleges and 1,643,912 students </li></ul><ul><ul><li>CSM: 11,000 s...
CCC vs. CSM, Success in English <ul><li>Fall, 2006, Semester Snapshot </li></ul><ul><li>CCC English: 63.6% (n=285,892) </l...
ANDRE !
  Learning Community Models Basic/Developmental  <ul><li>The Puente Project </li></ul><ul><li>The African-American Retenti...
Writing in the End Zone I, II, and III <ul><li>Three English composition course sequence: </li></ul><ul><ul><li>Transfer-l...
Personnel <ul><li>Personnel, or “who is involved” at the ground level, on a daily basis  </li></ul><ul><li>Unity and colla...
Pedagogy– Who are Our Students? <ul><li>“ My mom abandoned me and my five little brothers to starve. I had to grow up and ...
Pedagogy– Who Are Our Students? <ul><li>“ The second of five kids and the only boy out of the bunch, I always was told tha...
Pedagogy– Academic Acculturation <ul><li>Objective: facilitate the transformation from athlete-student to student-athlete ...
Pedagogy—Academic Acculturation <ul><li>Where it begins: encourage students to recognize that they belong here </li></ul><...
Pedagogy—Student Ownership of Achievement <ul><li>Achieved through a community approach via “The Bulldog Family”: student-...
The Reality of Student Success <ul><li>Academic completion and persistence </li></ul><ul><li>Successful transfers to four-...
Academic  Completion   <ul><li>General CSM basic comp   (n = 149) </li></ul><ul><li>42.3%  successfully complete the cours...
Success and Ethnicity: African-American Students <ul><li>End Zone  </li></ul><ul><li>Basic Comp, WEZ I </li></ul><ul><li>S...
Success and Ethnicity: African-American Students <ul><li>End Zone </li></ul><ul><li>Developmental Comp, WEZ II </li></ul><...
Success and Ethnicity: Pacific Islander Students <ul><li>End Zone  </li></ul><ul><li>Basic Comp </li></ul><ul><li>Success ...
Success and Age <ul><li>End Zone  </li></ul><ul><li>Basic Comp </li></ul><ul><li>Success of students younger than 19,  </l...
Successful Transfers <ul><ul><ul><ul><ul><li>University of Massachusetts </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul...
Scholarships and Degrees <ul><li>Before 2001, core GPA was 1.78, and just two scholarships awarded </li></ul><ul><li>Last ...
<ul><li>[Coelho writes,] “We are afraid of losing what we have, whether it’s our life possessions and property. But the fe...
<ul><ul><ul><li>  and  our  students like him </li></ul></ul></ul><ul><ul><ul><li>Mid-year transfer to Marshall University...
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  • End Zone Bsi Pres

    1. 1. Blending Realities: Creating a Reality of Success for Students of Color James Carranza Teeka James Jon Kitamura Bret Pollack College of San Mateo Please visit itunes U! http://www.smccd.edu/itunesu/ Writing in the End Zone students share their experiences in a podcast. (Click “CSM Courses” and then click “English-Kitamura.”)
    2. 2. The First Writing Assignment <ul><li>NAME: ANDRE PORTIS </li></ul><ul><li>INSTRUCTIONS: Please consider the following question carefully, and </li></ul><ul><li>respond to it as thoughtfully and fully as you can in the allotted time (30 </li></ul><ul><li>minutes). You may start typing below the question. </li></ul><ul><li>QUESTION: Write an essay in which you explain why you are going to college . </li></ul><ul><li>Use specific examples and details to clearly explain your reasoning to your reader. </li></ul><ul><li>This essay should be well-organized and reflect your best writing skills. </li></ul><ul><li>My main reason for being in college is to better my life, to start off on the right </li></ul><ul><li>foot, and as far ahead a can I what the best for me and my family with a </li></ul><ul><li>college degree I will have that chance. </li></ul><ul><li>The other reason I am in college is to play football that is my dream and also </li></ul><ul><li>my life I love the game and if it was not for football I do not no what I would </li></ul><ul><li>be doing right now football keeps my head on my shoulders and keep me out </li></ul><ul><li>of trouble. I first started to play football in OHIO because o f my cozens they </li></ul><ul><li>got me in to it and I am happy they did since I started I have never looked </li></ul><ul><li>back. </li></ul><ul><li>I think with me gowing to college and also playing football I will have a lot of </li></ul><ul><li>choices in my life and I plan to make the best of them. My mom always tolled </li></ul><ul><li>me to never say u can't do something and I plan to never </li></ul><ul><li>say I can't do something if u put your mind to it u will make it. </li></ul>
    3. 3. In Search of . . . and our students like him Andre Portis
    4. 4. California Community Colleges vs. CSM <ul><li>CCC: 117 colleges and 1,643,912 students </li></ul><ul><ul><li>CSM: 11,000 students </li></ul></ul><ul><li>CCC: 75% of all students begin one to two levels below Freshman English, 1A. </li></ul><ul><ul><li>CSM: 75% </li></ul></ul><ul><li>Statewide CCC success (all programs): 66.1% </li></ul><ul><ul><li>CSM: 68.1% </li></ul></ul><ul><li>Statewide CCC retention (all programs): 83.2% </li></ul><ul><ul><li>CSM: 83.3% </li></ul></ul><ul><ul><li>California System Office: http://www.cccco.edu </li></ul></ul>Andre? Yo, Dre?
    5. 5. CCC vs. CSM, Success in English <ul><li>Fall, 2006, Semester Snapshot </li></ul><ul><li>CCC English: 63.6% (n=285,892) </li></ul><ul><ul><li>CSM: 59.9% (n=1,733) </li></ul></ul><ul><li>CCC African-Americans: 51.6% (n=20,956) </li></ul><ul><ul><li>CSM: 37%: (n=74) </li></ul></ul><ul><ul><ul><li>Success in All Programs: 55.2% (n=1,199) </li></ul></ul></ul><ul><li>California System Office: http://www.cccco.edu </li></ul>Andre ?!
    6. 6. ANDRE !
    7. 7. Learning Community Models Basic/Developmental <ul><li>The Puente Project </li></ul><ul><li>The African-American Retention Program </li></ul><ul><li>The Rising Scholars Program </li></ul><ul><li>All Good in da “Hood” </li></ul><ul><li>Keys to the Kingdom </li></ul><ul><li>Writing in the End Zone I, II, and III </li></ul>So Now What?
    8. 8. Writing in the End Zone I, II, and III <ul><li>Three English composition course sequence: </li></ul><ul><ul><li>Transfer-level ……….. ENGL 100, 1A </li></ul></ul><ul><ul><li>Developmental ……….. ENGL 838 </li></ul></ul><ul><ul><li>Basic composition ……….. ENGL 828 </li></ul></ul><ul><li>Courses are hard linked to PE Football courses. </li></ul><ul><li>Students may come in and out of the program as necessary. </li></ul><ul><li>African American males make up just over 50% of CSM’s football team. </li></ul><ul><li>Pacific Islander males contribute another 30% to the Bulldogs. </li></ul>
    9. 9. Personnel <ul><li>Personnel, or “who is involved” at the ground level, on a daily basis </li></ul><ul><li>Unity and collaboration amongst instruction and coaching/counseling </li></ul><ul><li>Instructors and Coaches/Counselors share a unified vision of academic and athletic achievement </li></ul><ul><li>Supportive Administration </li></ul>
    10. 10. Pedagogy– Who are Our Students? <ul><li>“ My mom abandoned me and my five little brothers to starve. I had to grow up and mature fast and I had to become a parent for my younger brothers. My family and I had no money, no food, and a house that was about to go into foreclosure. So to make money, I was forced to sell drugs with my dad. [. . . . ] Everything was going well on the field at least, it seemed like when I was on the field all my troubles went away, and my dad called it poetry in motion.” --Will </li></ul>
    11. 11. Pedagogy– Who Are Our Students? <ul><li>“ The second of five kids and the only boy out of the bunch, I always was told that I wouldn’t be shit but a drug dealer and/or a criminal just like my dad. . . . The only two male role models in my life were my dad and his brother, both drug dealers, criminals, and gang bangers. . . . Feeling lost, discouraged, and angry about not having a father, I started to focus on sports, friends, and school to find the family type of environment I never got to experience.” --Robert </li></ul>
    12. 12. Pedagogy– Academic Acculturation <ul><li>Objective: facilitate the transformation from athlete-student to student-athlete </li></ul><ul><li>Acknowledge challenges that student-athletes face </li></ul>
    13. 13. Pedagogy—Academic Acculturation <ul><li>Where it begins: encourage students to recognize that they belong here </li></ul><ul><li>Provide opportunities for these students to have a “voice” in the academy </li></ul><ul><li>Create assignments that enable students to draw upon personal experience and expertise </li></ul><ul><li>Develop study skills in concert with reading and writing skills </li></ul>
    14. 14. Pedagogy—Student Ownership of Achievement <ul><li>Achieved through a community approach via “The Bulldog Family”: student-athletes, coaches, and faculty are joined in a common purpose </li></ul><ul><li>Establish the connection between students’ performance on the field and in the classroom </li></ul><ul><li>Develop students’ pride in their academic work </li></ul><ul><li>Allow students to “shine” </li></ul>Play Z’s FANBOYS Rap Podcast
    15. 15. The Reality of Student Success <ul><li>Academic completion and persistence </li></ul><ul><li>Successful transfers to four-year institutions </li></ul><ul><li>Athletic scholarships </li></ul><ul><li>Personal pride </li></ul><ul><li>Achieving academic and athletic dreams </li></ul>Transformation from Athlete to Student-Athlete
    16. 16. Academic Completion <ul><li>General CSM basic comp (n = 149) </li></ul><ul><li>42.3% successfully complete the course </li></ul><ul><li>End Zone basic comp (n = 35) </li></ul><ul><li>62.9% successfully complete the course </li></ul><ul><li>General CSM developmental comp (n = 308) </li></ul><ul><li>55.8% successfully complete the course </li></ul><ul><li>End Zone developmental comp (n = 47) </li></ul><ul><li>66.0% successfully complete the course </li></ul>Cohort measured: Fall 2004-Fall 2006 CSM, Dean of Articulation and Research
    17. 17. Success and Ethnicity: African-American Students <ul><li>End Zone </li></ul><ul><li>Basic Comp, WEZ I </li></ul><ul><li>Success of African American </li></ul><ul><li>male students, </li></ul><ul><li>WEZ I vs. non-WEZ English : </li></ul><ul><li>70% vs. 37.5% </li></ul>Cohort measured: Fall 2004-Fall 2006 CSM, Dean of Articulation and Research
    18. 18. Success and Ethnicity: African-American Students <ul><li>End Zone </li></ul><ul><li>Developmental Comp, WEZ II </li></ul><ul><li>Success of African-American </li></ul><ul><li>male students, </li></ul><ul><li>WEZ II vs. Non-WEZ: </li></ul><ul><li>77.3 % vs. 66.7% </li></ul>Cohort measured: Fall 2004-Fall 2006 CSM, Dean of Articulation and Research
    19. 19. Success and Ethnicity: Pacific Islander Students <ul><li>End Zone </li></ul><ul><li>Basic Comp </li></ul><ul><li>Success of male Pacific </li></ul><ul><li>Islander students </li></ul><ul><li>enrolled in WEZ English: </li></ul><ul><li>80.0% </li></ul>Cohort measured: Fall 2004-Fall 2006 CSM, Dean of Articulation and Research
    20. 20. Success and Age <ul><li>End Zone </li></ul><ul><li>Basic Comp </li></ul><ul><li>Success of students younger than 19, </li></ul><ul><li>WEZ I vs. Non-WEZ: </li></ul><ul><li>61.5 % vs. 37.0 % </li></ul>Cohort measured: Fall 2004-Fall 2006 CSM, Dean of Articulation and Research
    21. 21. Successful Transfers <ul><ul><ul><ul><ul><li>University of Massachusetts </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Marshall University </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Washington State University </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>University of Arkansas, Monticello </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>San Jose State University </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Missouri Western University </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Portland State University </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Mesa State University </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Upper Iowa University </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Southern Utah University </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Kansas State University </li></ul></ul></ul></ul></ul>
    22. 22. Scholarships and Degrees <ul><li>Before 2001, core GPA was 1.78, and just two scholarships awarded </li></ul><ul><li>Last year (after three years of WEZ), core GPA is 2.55 and students earned 20 scholarships totaling $700,000 + </li></ul><ul><li>2007 to 2008: 18 AA degrees or midyear transfers; 19 signings </li></ul>
    23. 23. <ul><li>[Coelho writes,] “We are afraid of losing what we have, whether it’s our life possessions and property. But the fear evaporates when we 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 memories and relationships, but when bad things happen, we try to protect what we cherish the most. Santiago experiences this with Fatima, the desert girl, the girl who convinced him to leave and return after finding his treasure. To Santiago, Fatima is his treasure because she has taught him what it means to be in love. Going through life we experience tragic times and events that change our outlook and perspective, but it is also these events that teach us how to become stronger mentally and physically. </li></ul>Remember Andre ? Writing in the End Zone III , English 1A Essay 3 of 5: Lessons for Living: Paulo Coelho’s The Alchemist
    24. 24. <ul><ul><ul><li> and our students like him </li></ul></ul></ul><ul><ul><ul><li>Mid-year transfer to Marshall University </li></ul></ul></ul><ul><ul><ul><li>Full-ride scholarship </li></ul></ul></ul><ul><li>Please visit itunes U! http://www.smccd.edu/itunesu/ </li></ul><ul><li>Click “CSM Courses” and then click “English-Kitamura.” </li></ul><ul><li>View a podcast in which Writing in the End Zone students share their </li></ul><ul><li>experiences in the program and offer advice to future End Zone students. </li></ul><ul><li>Check-out the FANBOYS Rap and complete tutorial introduction used in the </li></ul><ul><li>CSM Writing Center while you are there. </li></ul>Remember Andre. . .

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