Freshman Success

Bridging Success Initiative is currently in review or is no longer available.

Bridging Success Initiative

Every year, more than 700 children in Arizona age out of foster care. National research shows that only 4% of these young adults will complete a certificate or degree program and only 3% will complete a four-year degree. These young people are also more likely to face prison, become homeless, and have a harder time holding a steady job as an adult. Students supported by the Bridging Success Initiative will have access to the many resources of the colleges including tutoring, academic counseling, career planning, skill development as well as additional support they may need.
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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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Victor Zinger

vazinger@alaska.edu

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Laramie County Community College: First-Year Seminar -- Introduction to College Success

Laramie County Community College
http://www.lccc.wy.edu

Planning and developing content for a 3-credit hour first-year experience course for the purpose of student retention and program completion.

Represents the curriculum deemed necessary for a first-year seminar that would provide the skills and foundation necessary for success as a student and life-long learner. Course competencies developed include: 1) evaluate how personal values, beliefs, and habits affect college learning and success, 2) employ teamwork and collaborative skills, 3) navigate support services vital to college success by creating intentional networks of personal relationships and resources 4) exhibit self-management, reading, study, and test-taking skills, 5) articulate the connection between aptitudes, academic plans, and career options as related to life goals, and 6) demonstrate information literacy skills.

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Karen Lange

klange@lccc.wy.edu

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Highlands College - Intrusive Advising Program

Highlands College
http://www.mtech.edu/academics/highlands/

The success of two-year students through the use of unique intrusive advising methodology.

Students who receive intrusive advising, in the form of multiple meetings/interventions, from an advisor who is also one of their instructors, have higher levels of success.

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Dr. John M. Garic

jgaric@mtech.edu

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Data to Action: Freshmen Retention Project

Portland State University
http://www.pdx.edu/

Reduce freshmen student attrition during and immediately after the end of first year and facilitate students’ successful transition to second year.

Freshmen student attrition at Portland State University occurs throughout the academic year with the highest number of students leaving at two critical points: between fall and winter term, and spring and following fall. While a majority of students who leave, do so at one of these points, our assessment results indicate that many of the reasons preventing students to continue are either known beforehand, enabling us to intervene proactively, or could be dealt with when they occur. In either case, there is a need to focus on providing intervention in a systematic, coordinated manner. Freshmen Retention Project is one such coordinated approach involving University Studies, advising units, Office of Financial Aid & Scholarships, and Student Financial Services. The project uses multiple sources of data to support student success and aims to facilitate students’ continuous enrollment during the first year and successful transition to the second year. The project accomplishes this through outreach and intervention at critical points, and through ongoing intervention for students identified as at risk of not persisting beyond their first year.

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Mirela Blekic

mirelab@pdx.edu

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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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Jonathan Jacobs

jonathan_jacobs@ous.edu

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