2008 SUMMER BRIDGE PROGRAM STUDENT SUCCESS SERVICES

DIVISION OF STUDENT AFFAIRS CALIFORNIA STATE UNIVERISTY, FRESNO

Dr. Victor B. Olivares, CoordinatorSummer Bridge Program

Bob Musselman, CoordinatorRemedial Math

Itinerary

• Mission of the Summer Bridge Program• Review of Learning Academy structure, roles

and responsibilities• 2007 Summer Bridge Evaluation Results• Summer Bridge student characteristics

MISSION OF THE SUMMER BRIDGE

• What are the essential elements of the Summer Bridge mission?

Answer

• “To meet the demands of college instruction by bridging the academic and environmental gap between high school and the university.”

• Evaluation of basic skills in Math & Writing (1968 to EO 665)

• Includes a formal orientation to college to evaluate personal development needs (most students leave college after their sophomore year)

Summer Bridge 2008

DEMOGRAPHICS

• Enrollment of over 22,000 students.• California State University, Fresno is ranked eighth in

student population among the twenty three campuses that comprise the California State University System. Founded in 1911, it serves a 17,700 square mile region, which is almost as big as the states of Connecticut, Massachusetts, and New Jersey combined.

• Fresno State has 1,237 full-time faculties and offers 56 baccalaureate programs, 41 master’s degree programs, and one doctoral program, within eight colleges and schools.

Fresno State Campus and Region

• Fresno State has received numerous accolades for their academic and student services programs at the state, national and international level.

• US Census Bureau (2007) study found that six San Joaquin Valley counties had the highest percentage of residents living below the federal poverty line in 2006. These same six counties were among the 52 counties with the highest poverty rate in the United States.

• In 2000, Fresno was the sixth poorest school district in the nation, barely trailing East St. Louis and Detroit (ICIF, 2000).

Student Demographics

• Diverse student population now represents 50% of the total student enrollment.

• One of the largest Hispanic-serving institutions in the California State University System.

• The service area population is 50% minority. • At least 90% of the population in this area’s rural

communities is minority and more than 80% are Hispanic (US Census, 2005).

• Migrant workers make up a least 50% of the population in the rural areas, and at least 90% of the school-age children are eligible for free or reduced meals (California Department of Education, 2005).

Student Demographics• Educational trend reveals that there are a lower proportion of

students who are eligible for college in California (CPEC, 2006). When the student data is disaggregated, only 17% of the Hispanics and 19% of the African Americans have taken all the required courses and earned tests scores necessary for admission to Cal State (Reed, 2006, p. 1).

• A review of the first time freshmen data for Fresno State reveals that only approximately 50% earned a passing score on the Entry Level Mathematics Exam and 47% on the English Placement Test (CSU Chancellor’s Office, 2006). Ethnic minorities (African Americans, Latinos or Other Hispanics, Asian American) have disproportionately lower scores (36%) when compared to White students (64%).

Enrollment Patterns

Year Women MenFunded

slotsTotal

Participants

2005 62 36 100 98

2006 68 30 100 98

2007 70 46 120 116

Basis of Admission

Summer Bridge

Non EOP

EOP SPEC

EOP regular

Funded slots Completed SB

2005 5 54 39 100 98

2006 4 51 43 100 98

2007 14 49 53 120 116

Summer Bridge Ethnic Trends

Summer Bridge Program

Year

Latino of Mexican Descent

Southeast Asian

African American

Other Descent

2005 47 29 16 6

2006 57 29 16 4

2007 50 23 40 3

Summer Bridge 2008

• Students 120• Males 52• Females 68• TE’s 81• Special Admits 39• Low Income• Low Grades in math and failed the ELM*

The Summer Bridge Program: An Educational Paradigm that Bridges the World of the Student to

the World of Education

TeacherPerceptions

TeacherPedagogy

UniversityAcademicLanguage/Discourse

Technology UniversityExpectation

Assessment ResourceDevelopment/

CoalitionBuilding

Accountability

Family Support

andResources

CulturalCommunity

Expectations

CulturallyConditioned

LearningStyles

K-12Education

Student

Integrated

Worlds

Summer Bridge 2008

How Do We Manage the Student -Multiple Variables and Achieve

our Goals?

Summer Bridge 2008

• Organization and Structure• Training & On-Going Training• Policies and Procedures - Student

Conduct (CREATE EXPECTATIONS FOR SUCCESS)

• Learning Academy Model• Student Performance Indicators

Summer Bridge Program 2008

• Student Performance Indicators • math scores (daily quizzes, ALEKS, weekly

math tests)• Writing Assignments• Classroom behavior• Small Group behavior• Counseling Sessions• Residential and Social/Recreational Events

conduct

Organization and StructureMaxine McDonald, Assistant Vice President Student Success Services

Coordinator

Counseling/ University 1 Residential Life

Orientation to College Life Academic Skills Development

Mathematics Academic Support --Tutoring & Academic Skills Seminars

Six (6) Graduate Student Interns

Six (6) Full time SSS Counselors

Twelve (12)

Undergraduate Student Peer Advisors

Instructors:Six (6) Fresno State and High School Math Instructors

Six (3) Math Teaching Associates

Administrative Support

Admissions Coordinator

Garabedian Interns Coordinator

Crisis Counselors

Coordinator &Assist Coordinator Coordinator

Coordinator & Assistant Coordinator

Fourteen (14) Math Tutors

EOP Director

Univ. 1& USDA Coordinator

Summer Bridge Student Learning CommunitiesOperational Chart

Learning Academy IEducational

Team

Learning Academy IIEducational

Team

Learning Academy IIIEducational

Team

Learning Academy IVEducational

Team

Learning Academy VEducational

Team

Students n=20Math Class

University I ClassSmall Groups,

Seminars & Counseling

Students n=20Math Class

University I ClassSmall Groups,

Seminars & Counseling

Students n=20Math Class

University I ClassSmall Groups,

Seminars & Counseling

Students n=20Math Class

University I ClassSmall Groups,

Seminars & Counseling

Students n=20Math Class

University I ClassSmall Groups,

Seminars & Counseling

EOP Director

Coordinator

Educational Teams: 2 Counselors/University I instructors, 1 math instructor, 2 peer advisors, 1 academic support tutor. Meet a minimum once a week.Policies and Procedure documents: Learning Academy Standard Operation Procedures/Student Conduct Procedures, Summer Bridge Rules and Regulations

Learning Academy VIEducational

Team

Students n=20Math Class

University I ClassSmall Groups,

Seminars & Counseling

2008 Summer Bridge Learning Academies Instructional Teams

Counselors Peer Advisors Instructor Graduate Assistant

ISAs (Tutors)

Academy #1 Wayne Byrd

Judy Clements

Rocio Fernandez

Zenia Forseca

Jim Bryan J. Ewart

Academy #2 Tawanda Bowers-HallCecilia Ruvalcaba

Kevin LeeWhitney Jenkins

Irina Pashchenko C. Puga

Academy #3 John LorBonita Gomez

Shanpreet Gil Cathy Au-Yeung A. Revis

Academy #4 Tony GarduqueCindy Campbell

Cha SeeMary Lee

Johnny Singh V. Gorenschenko

Academy # Melissa RheaMy Chang

Ran HIHector Amador

Antonina Tofan W. Chia

Academy #6 Veronica EliasAssachang Lee

Fernando MorenoJulie Bounchareune

KshitizSrivastava

A. Tibebu

Summer Bridge Daily Schedule• 7:00 am - Breakfast• 8:00 am - 9:20 am -- University 1• 9:20 am - 9:30 am - Break• 9:30 am - 11:20 am - Math Class• 11:30 am- 12:30 pm - Lunch• 12:45 pm - 2:45 pm - Math Lab/Review• 2:45 pm - 3:00 pm - Break• 3:00 pm – 5:00 pm - Academic Seminars/Counseling• 5:00 pm - 6:00 pm - Dinner• 6:30 pm - 7:30 pm - Small Groups (MWF) & Tutoring (T/TH)• 8:00 pm - 10:00 pm - Tutoring• 11:00 pm -- Lights Out!• **Weekends - Housing workshop, Resource Fair, Community

Service Project and social and recreational activities.

Summer Bridge 2007

Evaluation Results

Skills Development (Math)

Response (Mean)• Math Class (Instruction) 3.6• ALEKS 3.4• Tutoring 4.5

Level of Understanding Tutoring

Question Response (Mean)

• I found tutoring helpful in preparing for my quizzes/exams? (4.7)

• I learned new strategies for studying math? (4.3)

• I learned new ways for studying in college? (4.5)

• I learned new strategies that would help me study more effectively? (4.4)

Math 4R Challenge Exam

Pass Year Students Percentage

2005 98 84 85%

2006 98 77 79%

2007 116 105 91%

ALEKS RESULTS

• BOB MUSSELMAN, COORDINATOR, REMEDIAL MATH

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Fall 2003 to Fall 2004 Fall 2004 to Fall 2005 Fall 2005 to Fall 2006

Bridge Non BridgeFSUCSU

Conclusion of Math Component

• Question and Answer Period

Evaluation -Other Program Areas

• Orientation to College Life• University 1• Counseling• Peer Advising• Residential Life

Orientation Response

to College (Mean)

Counseling & Advising

Counselor 4.71

Peer Advisor 4.67

University 1 4.28

Academic Support (3-5 Seminars & Weekends) 3.89

Bridging the Environmental Gap: Orientation to College

CounselingQuestion Response (Mean)• I feel that my counselor listened to my concerns?

(4.7)• I feel comfortable talking to my counselor at any time for support or

assistance? (4.5)

• I found that my counselor helped me identify solutions to my concerns? (4.5)

• I found my counselor helped in planning my fall schedule? (4.2)• I found my counselor helpful in assisting me with the financial aid

process? (4.3)

• I learned that it is important to meet with an academic counselor? (4.6)

University 1 Course Satisfaction Levels

Question Response (Mean)

I have gained a better understanding of my strengths and weaknesses in accomplishing my goals

4.3

I am responsible for my own learning experience in college? 4.6

I can identify and utilize campus resources? 4.4

I am better prepared to resolve conflicts? 4.2

I have gained a better understanding of the diversity at the university? 4.6

I understand the importance of different learning styles? 4.3

I understand how to budget my money? 3.4

I understand how to navigate Black Board? 4.4

Academic Support: University 1 co- curricular workshops and activities

Question Response (Mean)

• I found the library workshop useful? (3.9)

• I found the nutrition presentation beneficial? (4.0)

• I found the career presentation helpful? (4.3)

• I found the NCBI workshop increased my understanding of diversity? (4.3)

• I found the “Making Informed Decisions” informative? (4.0)

Academic Support: University 1 co- curricular workshops and activities

• I found the “Alcohol Initiative” workshop helpful? (3.8)

• I found the “Resource Fair” informative? (4.0)

• I found the “Financial Aid” presentation helpful? (4.4)

• I found the “Academic Tip” workshop beneficial? (4.1)

• I found the “Civic Responsibility” presentation helpful? (4.3)

Peer AdvisorsQuestion Response (mean)

• I felt that my peer advisor listened to my concerns? (4.7)

• I felt comfortable talking with my peer advisor? (4.6)

• I found my peer advisor helpful in identifying solutions to my concerns? (4.5)

• I felt comfortable sharing my feelings in small groups? (4.1)

• I found the information presented in small groups helpful? (4.3)

Concluding Remarks

A Hmong boy is learning to play baseball. He thinks he understands the game, but once he is at bat, he hits the ball and runs to third. Why? Is he a slow learner? No, there were already runners on first and second, so he ran to the only empty base. This was very resourceful. It is a symbolic problem the Hmong are having in our schools; they are coping without having the necessary schemata, and sometimes they head for third.” (Marshall, 1998, p. 135).

THE END