Building Scaffolds to Support Student Success Board of Higher Education Vision Project Performance Improvement Grant
Our Project <ul><li>Building Scaffolds to  Support Student Success </li></ul><ul><li>Performance Incentive Fund grant: $10...
Creating scaffolds that support student transitions <ul><li>Science Laboratory Workshops  </li></ul><ul><ul><li>Target aud...
Creating scaffolds that support student transitions <ul><li>Innovative Online Supplemental Instruction </li></ul><ul><ul><...
Project Progress <ul><li>Science Research Workshops </li></ul><ul><ul><li>Faculty selected & content complete </li></ul></...
Anticipated Results <ul><li>20 faculty engaged in developing innovative models that support student success </li></ul><ul>...
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UMass Lowell Vision Project Performance Incentive Fund Grant

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The Vision Project Performance Incentive Fund is designed to support innovative work that will advance the Vision Project goals for Massachusetts' national leadership in certain key educational outcome areas in higher education. How is UMass Lowell spending its $108K grant to advance these goals? Presented at a meeting of the Massachusetts Board of Higher Education on January 31, 2012.

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  • How were faculty selected – or is it taught by students
    Bridge programs – I spoke with department chairs in the targeted departments, and asked them to recommend faculty who might have interest in preparing such programs. I then met with faculty, clarified the goals of the workshops, and asked them to submit descriptions and budgets. Faculty will receive stipends for development and delivery of workshops.
    Why was this scaffold created – high risk for transfer students, do they not have same skills as university students etc; Community college students may not have the same access to laboratory facilities as do our native students. We are expanding our efforts to align learning goals and curricula in the science, but this is a way to supplement gaps.
    How are students selected, self select? Required? – Students self-select. For the science workshops the primary incentives are inherent (greater chances of success) and career-related (an opportunity to present on a resume). Math and writing students – this opportunity will be offered to students who test into slower tracks or tracks requiring supplemental skill. They will be given the opportunity to re-test into more advanced courses.
    Same questions on bridge program
    I believe they are selected on the basis of how they did in their exams?
    Is this faculty taught? – yes – In all cases.
    Do the students pay anything? - No
  • Once the faculty make it available –
    Are students required to use the material – in some cases, yes and in some, no. so, Ken Levasseur is developing the new I-book interactive textbook medium – but because this format may require and Iphone or Ipad – it will be used as needed and not required.
    Arlee Dulac is offering weekly chat sessions which are recorded in a TV format (using a WIMBA-like product) for students to use for review.
    Chemistry, Physics and the other A and P instructor are creating video modules which will be required as preparation in their courses – although they will remain up and running following the course.
    Facilitated study groups
    From what you said, upper class students are selected by faculty – I assume they are trained by Centers for learning
    How are student participants selected? Referred? Do they work in the departments?
    The mentors are recommended by faculty to the Centers for Learning. In some cases CLASS may solicit mentors – in many cases the students request jobs – and the faculty provide recommendations. CLASS then trains and schedules sessions.
    What are the target subjects – the target subjects are all students in lower level stem courses – especially in math, physics and chemistry. Most students are aware of these resources – through instructors, friends, etc. In some cases weaker students may be strongly urged, even required to participate in the peer-tutoring programs.
  • UMass Lowell Vision Project Performance Incentive Fund Grant

    1. 1. Building Scaffolds to Support Student Success Board of Higher Education Vision Project Performance Improvement Grant
    2. 2. Our Project <ul><li>Building Scaffolds to Support Student Success </li></ul><ul><li>Performance Incentive Fund grant: $108,000 </li></ul><ul><li>Vision Project Key Outcome Areas: </li></ul><ul><ul><li>College Completion </li></ul></ul><ul><ul><li>Workforce Alignment </li></ul></ul><ul><ul><li>Elimination of Disparities </li></ul></ul>
    3. 3. Creating scaffolds that support student transitions <ul><li>Science Laboratory Workshops </li></ul><ul><ul><li>Target audience: transfer students </li></ul></ul><ul><ul><li>Focus on laboratory skills, pilots in: </li></ul></ul><ul><ul><ul><li>Biotech, </li></ul></ul></ul><ul><ul><ul><li>Environmental Analysis, </li></ul></ul></ul><ul><ul><ul><li>Chemical Analysis, </li></ul></ul></ul><ul><ul><ul><li>Physics </li></ul></ul></ul><ul><li>Writing & Calculus Bridge Summer Camps </li></ul><ul><ul><li>Target audience: incoming freshman and transfers </li></ul></ul><ul><ul><li>2 week intensive workshops address writing & math </li></ul></ul><ul><ul><li>knowledge and skill gaps </li></ul></ul>
    4. 4. Creating scaffolds that support student transitions <ul><li>Innovative Online Supplemental Instruction </li></ul><ul><ul><li>Target Audience: freshman in high risk courses </li></ul></ul><ul><ul><li>Focus on problem solving, quantitative reasoning, critical thinking </li></ul></ul><ul><ul><ul><li>Physics </li></ul></ul></ul><ul><ul><ul><li>Chemistry </li></ul></ul></ul><ul><ul><ul><li>Math </li></ul></ul></ul><ul><ul><ul><li>Writing, </li></ul></ul></ul><ul><ul><ul><li>Anatomy &Physiology </li></ul></ul></ul><ul><li>Facilitated Study Groups </li></ul><ul><ul><li>Upper class mentors facilitate small study groups in high risk courses </li></ul></ul>
    5. 5. Project Progress <ul><li>Science Research Workshops </li></ul><ul><ul><li>Faculty selected & content complete </li></ul></ul><ul><ul><li>Reaching out to Community Colleges </li></ul></ul><ul><ul><li>First Workshops delivered in May </li></ul></ul><ul><li>6 Sets of Supplemental Instruction Modules </li></ul><ul><ul><li>RFP distributed and faculty selected </li></ul></ul><ul><ul><li>will be posted online next month </li></ul></ul><ul><li>Writing and Calculus Bridge Summer Camps </li></ul><ul><ul><li>Faculty selected </li></ul></ul><ul><ul><li>Outreach to accepted students will begin in April – Implemented in mid-August </li></ul></ul><ul><li>Facilitated Study Groups </li></ul><ul><ul><li>Mentor Tutors trained and meeting with student participants </li></ul></ul>
    6. 6. Anticipated Results <ul><li>20 faculty engaged in developing innovative models that support student success </li></ul><ul><li>100-200 students will participate </li></ul><ul><li>in the workshops </li></ul><ul><li>Materials, workshop content will </li></ul><ul><li>all be made public & available for replication </li></ul><ul><li>Assessment of all programs will also be made available </li></ul>
    7. 7. QUESTIONS

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