Freshman Success

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Collaborative Teaching and Mentoring model (CTM)

University of Alaska Fairbanks
http://www.uaf.edu/rural
The Collaborative Teaching and Mentoring model (CTM) can significantly reduce the gap between existing knowledge of high school students in mathematics (and other subjects) and college professor expectations in order to increase participation and success of underrepresented minority students in university STEM programs. This model provides systematic coordination of efforts and activities that create the infrastructure necessary for building a successful and workable school/college bridging mathematics program.

The model provides students, especially in rural settings, to complete their secondary four-year mathematics sequence concurrently with obtaining credit for equivalent college level work and provide secondary teachers with support. The collaborative teaching model increases collaboration with local school districts across Alaska and better prepares their students for serious college work or successful post-secondary careers. The project focuses on the math preparation of the school age kids to experience rigor and expectations of college while they are still in the high school. The project also has a mentoring component with a college instructor working with a district math teacher in joint efforts to deliver a high quality course.

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Average: 2 (1 vote)
Victor Zinger

vazinger@alaska.edu

Tool Profile Detail
Unpublished
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Unpublished
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Unpublished
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OUS Entering Freshmen Profile for Oregon High Schools

Oregon University System
http://www.ous.edu

How does a university determine how well a high school is preparing their students for success in college?

Universities and high schools need to know whether students from specific high schools are performing college level work at, above, or below state norms. A report for each Oregon high school identifies the number of graduates from their most recent graduating class who attended a 4-year public university in Oregon the fall after graduation. High school academic performance using test scores and GPAs are compared to college performance including grades by subject area and retention to the second fall. Five year trends for the high school and counts of which 4-year public university students attended.

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Average: 4 (1 vote)
Jonathan Jacobs

jonathan_jacobs@ous.edu

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