ࡱ> a jXbjbj:K:K X!H\X!H\O}z?z?L L MMMMMMlNNMOOOOOPPP$qtM\PP\\MMOOӣ```\MOMO`\``fpPOЬM}^vD0\^PPMd PT`yWLYPPP`dPPP\\\\PPPPPPPPPz?> K:  SUMMER 2007  SEQ CHAPTER \h \r 1SUMMARY REPORT DRAFT 9/24/07 INSTITUTIONAL DEVELOPMENT FOR EQUITY AND ACCESS UMOJA SCHOLARS SUMMER TASK FORCE FACULTY Erma Smith - Chair Jennifer Blackman Ed Bolds Tess Caldwell Morgan Lynn Akilah Moore Jeannine Stein Michael Yeong STUDENTS Napoleon Dargan Fred Johnson Jasmine Mcdermott Jamila Stewart Steve Waters MANAGERS Rosa Armendariz Ruth Goodin Dan Henry Newin Orante TABLE OF CONTENTS BACKGROUND NEED GUIDING PRINCIPLES KEY FINDINGS UMOJA SCHOLARS PROGRAM RECOMMENDATIONS INFRASTRUCTURE LOS MEDANOS COLLEGE UMOJA SCHOLARS PROGRAM VISION The Umoja Scholars Program at Ӱɴý is a place where dreams and goals are realized (Jamila Stewart - Ӱɴý Student). MISSION The Umoja Scholars Program is committed to enriching, fostering, and nurturing the educational experience of all students, especially first-generation and underrepresented college students, ultimately preparing them for academic, personal, and professional success beyond Ӱɴý. This program addresses student needs through academic support services and a curriculum that focuses on African-American literature and history as well as contemporary issues facing the African-American community. I. BACKGROUND In the summer of 2006, Ӱɴý (Ӱɴý) was invited to participate in California Tomorrows Campus Change Network (CCN). California Tomorrow is a non profit organization, founded in 1984, that has built a strong body of research and experience supporting individual, institutional, and community change work around matters of diversity and equity in: public schools, community building organizations, family-serving institutions, early childhood programs, philanthropy, and the after school/youth development arena. Launched by California Tomorrow in 2005, CCN is two year process designed to support California community college leadership teams in ensuring the success of all students by strengthening or developing campus-wide reforms around issues of access, equity and inclusion. Ӱɴý is participating in the second cohort of campuses that includes eight other community colleges from different parts of the state: Pasadena City College, Oxnard College, Los Angeles Southwest College, Chabot College, Cosumnes River College, College of the Sequoias, Merced College, and Evergreen Valley College. The network brings together leaders from these colleges to assess their current programs and policies, to discuss, share and learn from successful campus change models, and to develop their own strategies to move access and equity issues to the center of their institutions planning and resource allocation efforts. California Tomorrows Community College Access & Equity Initiative works with a diverse cross-section of community, civic, campus, system, and policy leaders to increase access and equity in California community colleges and is focused on three areas of work: Public Education and Advocacy efforts in which we provide briefings, presentations, and workshops to share our research and policy recommendations with a wide range of state policymakers, community and civic leaders, and community college leaders; a Campus Change Network to provide support to teams of campus leaders (presidents, faculty, staff, students) who are working to enact access- and equity-related reforms; and Alliance Building to facilitate and strengthen connections among community college access and equity advocates, the leaders of educational equity and civil rights organizations, and workforce development and business leaders. As part of the CCN, Ӱɴý developed the Institutional Development for Equity and Access (IDEA) in the spring of 2007. The purpose of IDEA is to facilitate a coordinated and organized action to shift diversity, equity, and inclusion from the periphery of the colleges activities to the center on the institutions mission, programs, and policies. IDEA has identified four initiatives: Initiative I: Develop Latino/Chicano Student Based Programs Initiative II: Develop African-American Student Based Programs Initiative III: Develop Opportunities for Student Leadership Initiative IV: Facilitate Institutional Dialogue, Assessment, Training and Planning Newin Orante, EOPS Director, conducted a series of four meetings in the spring of 2007 under the auspices of IDEA to address initiative II. Participants in the meetings represented a cross-section of campus constituent groups, including faculty from English, Math, Counseling, the Library, students, and managers. The purpose of the meetings was to begin discussions to address the African-American Student Success initiative and the goals set in the Ӱɴý Student Equity Plan and the Ten-Year Educational Plan. Additionally, the group reviewed fall 2006 data on African-American student success including demographic information, units enrolled, math and English course enrollments, and persistence rates for first-time African-American students. The resulting dialogue was invigorating as well as challenging as the issues emerged. As the end of the spring semester approached, the suggestion was made that a Task Force be formed to work over the summer. The Umoja Scholars Summer Task Force was charged to: Conduct data analysis; identify additional research needed and integrate student voice Review and analyze Ӱɴý data Review of best models for African-American student success/retention at various community colleges Become knowledgeable about the ingredients that make programs successful Recommend student support pilots for Spring 2008 and develop implementation timelines Recommend long-term plan that includes programmatic elements, staffing, budget and structure NEED The work of the Umoja Scholars Task Force supports Ӱɴýs mission to provide quality educational opportunities for those within the changing and diverse communities it serves and to create educational excellence through continually assessing our students learning and our performance as an institution. More specifically, the recommendations of the Task Force address the needs defined in Ӱɴýs Student Equity Plan and in the Educational Master Plan. The data from the 2004 Student Equity Plan indicate we are under-serving African-American students and that the success rates for African-American students are lower than for all other ethnic groups across all categories (Transfer, Basic Skills, Vocational Education, and all courses). This suggests a need for additional support services and programs designed specifically for this student population. Ӱɴýs Ten-Year Educational Plan approved in March of 2007 identifies the need to examine strategies to address the needs of African-American students. Area nine of the Environmental Assessment and Analysis in the plan states, African-American students have a significantly lower retention and success rate (p. 10). Additionally, there is a consistent decrease in male enrollment. This trend particularly affects African-American and Hispanic males. The implications for Ӱɴý are to: 1) determine why African-American students have significantly lower retention and success rates; 2) decide how the issues will be addressed; and 3) identify and offer programs and services to support this target population. The recommendations of the Task Force will support Ӱɴý in addressing these implications and in meeting Goal #2 of the Educational Master Plan: to create an educational environment in which all people have a chance to fully develop their potential and achieve their educational goal. The objectives under this goal are to: Improve the learning, success and retention rate of students, especially African-American and Latino students; Build a diverse and representative student body along with faculty, staff, and management; Promote understanding and appreciation of diversity; Increase the number of transfers, degrees, and certificates; and Improve persistence rates for all students with long-term educational goals. (p. 24) III. GUIDING PRINCIPLES The Umoja Scholars Task Force has identified the following principles to guide the development of a comprehensive program: We affirm that the Ӱɴý (Ӱɴý) Umoja Scholars program (Umoja Scholars) will provide a positive educational environment that validates, empowers, and supports students in reaching their goals. Umoja Scholars is committed to fostering community which nurtures and respects the cultural experiences of all students. Umoja Scholars affirms all students as successful learners, scholars, and leaders. To this end, we are committed to identifying interventions and curriculum that support the development of our students. Umoja Scholars is committed to fostering a learning community and supporting curriculum that addresses contemporary issues facing the African-American community. Umoja Scholars is committed to closing the equity gap for underrepresented and first-generation students at Ӱɴý. Umoja Scholars is committed to fostering a culture of inquiry. Umoja Scholars is committed professional development and building bridges with the community-at-large. Umoja Scholars is committed to working collaboratively to build bridges with local high schools, middle schools, and the community-at-large. Umoja Scholars is committed to establishing a formal affiliation with the statewide Daraja-Umoja initiative, to be known as the Umoja Scholars program. KEY FINDINGS The summer Task Force reviewed research and effective practices for programs focusing on improving African-American student success, given that this community demonstrates the largest disparity in Ӱɴý student performance data. A review of research findings and best practices at selected college campuses designed to meet the needs of African-American students identified the following common strands, key elements/components, and resulting outcomes. COMMON STRANDS: Communicates the Colleges commitment to the success of African-American students through: Investment of institutional resources Cultural responsiveness Faculty and staff practices Involves ongoing and direct contact with African-American students to understand their perspective Listens to African-American students recommendations for institutional actions Has clear goals Is systemic and sustained (not merely an add-on activity) Integrates Instructional and Students Services Fosters the success of African-American students in all institutional units Reflects the students so they can see themselves within the institution Practices Afro-cultural/Afro-centric teaching pedagogy Utilizes culturally valid assessment and testing Is supported by strong leadership of college president and Board of Trustees Provides support systems of and for staff and fellow students Has high expectations, academic rigor and includes critical thinking Encourages students to enroll full-time Includes family as a partner Develop students communication and leadership skills Provides support for students to use institutional resources emphasizing that the need for asking for help is a strength and not a sign of weakness KEY COMPONENTS: Incorporating Student Voices Professional Development including but not limited to: Listening to the voices of the learners Weaving the realities of students lives into the curriculum Including positive representatives of African-American culture in the curriculum Faculty and Staff Mentors Orientation for Students Orientation for Parents Summer Bridge (Academy) Scholarship and Financial Aid Counseling (Intrusive) Tutoring (Intrusive) Study Groups Formal Mentors (faculty, administrators, staff, local business, industry and community leaders Learning Communities and Cohorts Inclusion of African-American culture in course content and activities (African-American authors, historical contributions, etc) Leadership Development Field trips to four-year colleges including Historical Black Colleges and Universities (HBCUs) Service Learning Sound and ongoing assessment by: Establishing clear goals Evaluating if college is meeting goals Reporting regularly to the college community (administration, faculty, staff, Board of Trustees and local community Assessment results are used for improving the quality of the experience for African-American student GOALS: Support the success of underrepresented students, particularly African-American students. Create an experience for underrepresented students, particularly African-American students that will increase their potential to persist until degree completion (increased retention, persistence and success) Provide an environment where underrepresented students, particularly African-American students can gain a sense of empowerment and academic confidence that will enable them to attain their educational goals Create an environment in which underrepresented students, particularly African-American students will feel safe - socially and intellectually Set expectations with baseline data and a set core of benchmark measure. UMOJA SCHOLARS PROGRAM RECOMMENDATIONS Summer Bridge Program Mentor Program Umoja Scholars Program Counseling Services Early Registration Financial Aid Support Services Family Orientation Tutoring Services Student Support Group Learning Communities UMOJA SCHOLARS Summer Bridge In partnership with Office of Instruction and Student Services, the Summer Bridge will provide a rich and challenging academic experience focusing on English and Math. Community time would also be included and designed to engage students in current events and activities as well as acclimate new students to college life. OCTOBER/NOVEMBER, 2007 - Begin Design JUNE/JULY, 2008 - Target Implementation UMOJA SCHOLARS Mentor Program In partnership with Student Services, Tutoring Committee and Student Activities, the Mentor Program is an effective and valuable programmatic solution for the academic success of academically at risk populations including African-American students. The manner in which underrepresented students are welcomed and socialized into the college educational environment has serious implications for their persistence, retention and academic performance. This is especially true in community colleges where most of these students begin their post-secondary education. The mentor program should include mentors from all segments of the college community (students, faculty, staff, administrators) and the local community. Each segment requires program design, recruitment and training NOVEMBER, 2007 - MARCH, 2008 - Design Overall Program APRIL/MAY, 2008 - Student (Peer) Mentor recruitment and training DECEMBER, 2008 - JANUARY, 2009 Design Faculty/Staff/Administrator/Community Components JUNE, 2009 - Full Implementation UMOJA SCHOLARS Counseling Services In partnership with the Counseling Department, UMOJA SCHOLARS will employ counselors who have a passion for working with underrepresented students, particularly African-American students, and willing to utilize intrusive counseling strategies and techniques. Ideally the counselor is knowledgeable of the diversity of African-American culture and willing to be a role model to encourage all students to strive for academic excellence and persistence in the attainment of their goals. It is of immense importance that the student is able to go a counselor with whom they can identify and build trust. JANUARY - APRIL, 2008 - Recruit and hire counselor MAY, 2008 - Begin working with students UMOJA SCHOLARS Early Registration In partnership with Outreach, Admissions and Records, and Counseling, the early registration process prepares students for college and provides the opportunity for a head start. Early registration as a component of matriculation must connect with the efforts of student counseling. The development of educational plans informs the student of appropriate course sequences leading to the achievement of their goals. JANUARY, 2008 - MARCH, 2008 - Design Early Registration MAY, 2008 - Implement of Early Registration UMOJA SCHOLARS Financial Aid Support Services In partnership with Financial Aid, EOPS, Grants and Ӱɴý Foundation Offices, the development of appropriate financial assistance is critical for student persistence, retention, and success. Financial support is necessary to allow students to focus on their educational goals. FEBRUARY - MAY, 2008 - Design workshops including training for peer mentors JUNE,2008 - Implement workshops and assistance component UMOJA SCHOLARS Family Orientation In partnership with Student Services and Instructional Departments, the Family Orientation is crucial in yielding student retention and success. Research on first-year experience for college students demonstrates a strong correlation between parental/family support and student retention. For this reason and others family orientations and additional activities (pinning ceremonies and family academy) should have a positive impact on student success. JANUARY, 2008 - APRIL, 2008 - Design Family Orientations and Academy MAY, 2008 and AUGUST, 2008 - Implement Umoja Scholars Family Orientations SEPTEMBER, 2008 - Implement monthly Umoja Family Scholars Academy UMOJA SCHOLARS Tutorial Services In partnership with the Tutoring Committee, UMOJA SCHOLARS students will receive additional one-on-one assistance outside of the classroom. Tutoring has proven to be a valuable resource in building confidence for success and thereby resulting in student persistence, retention and goal achievement. NOVEMBER, 2008 - MAY, 2008 - Design in collaboration and integration with Tutoring Committee JUNE, 2008 - Implement tutoring component UMOJA SCHOLARS Student Support Groups In partnership with the Counseling and Student Activities, the objective of the student led support groups is to provide students the opportunity to share ideas and engage in social and political discourse that they can relate to outside of the classroom. APRIL, 2008 - JUNE, 2008 - Design support groups and develop a calendar JULY, 2008 - Implement by hosting first support group UMOJA SCHOLARS Learning Communities In partnership with Student Services and Office of Instructions, UMOJA SCHOLARS Learning Communities will offer a very supportive curricular structure especially for first year students. As cohort students enroll in two or more courses and along with faculty and staff create a community of learners. All courses integrate teaching culturally sensitive aware pedagogy and materials that help students develop a sense or empowerment, maturity, and academic confidence. FEBRUARY, 2008 - APRIL, 2008 - Design curriculum and marketing strategy AUGUST, 2008 - Implement new course offerings Additionally, UMOJA SCHOLARS recommendations include consistent professional development, and early outreach to middle schools and high schools. VI. INFRASTRUCTURE This Task Force Report is the first piece in the development of Umoja Scholars. The Umoja Scholars Steering Committee will continue the development of the program during the fall of 2007 and will help to define the direction of the program. Areas that will have to be developed during the fall 2007 semester include: Develop an overall organizational structure Define and hire a program coordinator Create a project/program budget Form a Steering Committee. References Aronson, J., Fried, C., Good. C. (2002). Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence. Journal of Experimental Social Psychology 38, 113-125. Daraja-Umoja Newseletter (Spring 2007). Chabot College. Volume I, Issue I. Mosby, D., Esters, L., Robinson, M., & Beckles, W. The Sankofa Initiative - Promoting Student Success for African-American Males in the Community College: a Preliminary Discussion October 13, 2006. Lee, W. (2004) Enhancing the First-Year Experience of African Americans. In Rendn, L. Garca, M., Person, D. (Eds.), Transforming the First-Year of College for Students of Color. Schmidt, P. (2007, June 1). Taking the Ds Out of Diversity. The Chronicle of Higher Education. Volume LIII, Number 39. Williams, M. Hudson, S., Bellinger, & D. (2006) Presentation: Black, Brown and College Bound Conference, November 29-December 2, 2006.  Note that the timeline is subject to change depending on the date of hire of a coordinator and on implementation factors.     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